Early Career Teachers with Mentoring during the Induction Phase: Assessments of the Mentoring Relationship and Design of the Mentoring Process

In this article, the results of a survey early career teachers on their experience with and perception mentorship during first year teaching are examined using quantitative approach. A total 100 (80% female) which 43 taught at primary school level participated in study. Half those surveyed agreed that mentors should be implemented induction phase. Primary teachers, however, were less likely to not need any further mentoring improve quality beyond phase (p=0.028; p=0.007). general participants rated relationship as particularly trusting collegial exemplary supportive working relationship. Nevertheless, more considered motivated for carrying out task compared secondary mentees (p=0.036). respondents already recognized personal learning success or development process through Taken together these provide initial insights into benefits novice highlight some along concerns regarding process.