The Existence of a Mentoring System to Develop Novice Teachers in a Private School in Bangkok

Abstract

This study aimed to 1) examine novice teachers’ experiences and perceptions of the existence of a mentoring system, and 2) investigate the roles of the mentoring system in a private school in Bangkok. This research employed a qualitative case study approach. Eleven purposively selected key informants participated in the study, including seven novice teachers, three mentor teachers, and one school administrator. Data were collected through semi-structured in-depth interviews and non-participant observation, and analyzed using content analysis with triangulation to ensure trustworthiness. The findings revealed that (1) novice teachers demonstrated diverse experiences and perceptions of the mentoring system, with most perceiving it as a semi-formal structure that plays a crucial role in supporting their adjustment to instructional practices, classroom management, and school contexts. The presence of mentoring also contributed to increased self-confidence, psychological safety, and the development of professional identity among novice teachers. (2) The mentoring system performed multifaceted roles, including professional development through guidance and reflective feedback, transmission of organizational culture, and emotional support. However, key limitations were identified, including mentors’ workload, time constraints, unclear role definitions, and the lack of systematic operational guidelines, which affected the effectiveness of the mentoring practices. Based on these findings, practical recommendations are proposed, including the establishment of a formal mentoring system, capacity building for mentor teachers, continuous monitoring and reflective practices, and the development of context-responsive support mechanisms. These recommendations can be applied by other educational institutions to enhance mentoring systems for novice teachers, thereby promoting effective and sustainable teacher development.