Mentoring: key factor for teacher development in Iranian EFL setting 45th Annual International IATEFL Conference and Exhibition 15th -19th April 2011, Brighton, UK Khalil Motallebzadeh Islamic Azad University (IAU), Iran 27 March 2017

Outline My personal story Focus of the study Mentoring and more Study method Results Conclusions 27 March 2017

My story as a novice EFL teacher

What about your stories?

Focus of the Study Mentoring as a professional development strategy has not been paid much attention in Iranian EFL context. Research Questions: What are the effects of mentoring/induction support program on beginning English teachers? What are the effects of mentoring/induction support on beginning English teachers’ retention in the profession? 27 March 2017

Mentoring & more Origin of the term Mentor Homer’s epic poem, The Odyssey Original Mentor: the goddess Athena and man caring and guiding Telemachus helping Telemachus to grow and learn, throughout the Odyssey a transitional aide to manhood The term mentoring can be traced back to Homer’s epic poem, The Odyssey. The original Mentor, a combination of the goddess Athena and man, was entrusted with care and guidance of Odysseus’ son, Telemachus. Odysseus went off to fight the Trojan War and left Telemachus in the care of the guardian. In this great tale, Mentor’s complex role was twofold: to care for Telemachus while guiding the young man to adulthood; and to help Odysseus fulfill his life’s quest by preparing Telemachus to stand by his father in their fight to regain control of their home in Ithaca. Throughout The Odyssey, Mentor helps Telemachus to grow and learn. 27 March 2017

What is mentoring? Mentoring is a process in which a more skilled or more experienced person, the mentor, nurtures someone less skilled or experienced, the mentee, (Johnson, 2002). Mentoring is a relational experience in which one person empowers another by sharing resources (Stanley & Clinton, 1992). 27 March 2017

Why Mentoring? Most first-year teachers often lose their enthusiasm, ambition, and idealism and start getting lost in the flurry of a challenging beginning . Providing some kind of support to novice teachers seems essential to retain them within the profession and to develop them as potential professionals (Saban, 2002). 27 March 2017

Some benefits of mentoring: Providing opportunities to learn and grow (Forbes, 2004) Providing opportunities for personal and professional development (Miller, 2002) enhancing self-confidence and job satisfaction (Douglas, 2007) development of a support system resulting in increased levels of genuine, and freely given, trust and respect (AFSPC, 2000) 27 March 2017

Types of Mentoring Classic Mentoring Classic Mentoring Developmental Mentoring Classical – you ‘receive’ assistance from a mentor who is a type of ‘personal trainer’. Sometimes on a specific issue e.g. Research, to support a programme. Developmental Mentoring is more two way – a partnership between two people built upon trust. The mentor offers ongoing support to the mentee, addressing issues and blockages identified by the mentee, the menteor offers guidance and support in the form of objective assistance. Both share a common purpose of developing a strong two-way learning relationship. ‘Receive’ assistance/ sponsorship ‘Receive’ assistance/ sponsorship Partnership based on trust, ongoing support, common purpose, & mutual learning 27 March 2017

Successful Mentoring? While induction has shown to increase teacher retention, effective induction support and development programs as mentoring are rare, (Levine, 2006). In case mentoring practices are properly implemented, mentees’ feelings of satisfaction, trust, appreciation and acceptance in the mentoring programs will increase (Ismail et al., 2010). 27 March 2017

Qualified Mentor! A qualified mentor is generally a person who possesses certain qualities or is in a position of authority, and who kindly watches over a younger individual so that he may benefit from the mentor’s support and advice (St-Jean & Mathieu, 2011).

Successful Mentor characteristics Jonson (2002): Good listener Knowledgeable People oriented Good motivator Patient Nonjudgmental Empathetic Sensitive to mentee’s needs Effective & successful teacher (role model)

Method Participants EFL teachers N=10 Iranian first year English teachers Completed a 4-year program in TEFL Aged 22-25 Exp. G. (Mentees) N=5 (F=4, M=1) Cont. G. (Non-mentees) N=5 (F=3, M=2) 27 March 2017

Method Participants Mentors N=5 (F 2, M 3) 13-20 years of experience in TEFL Aged 40-53 27 March 2017

Method Instruments Classroom Observation Form (COF) Instructional method, lesson planning, use of language tasks, classroom management, types of interaction, assessing learners’ progress, use of props and audio-visual materials, self-confidence and emotional stability Three times per sem. Adapted from Barrett (2003) Interviews Before and after sessions (once a week) (5-15 mins) Final interviews (30 mins) Adapted from Johnson & Birkeland (2003) Self-report Survey significance of induction program 27 March 2017

Method cont. Place Length Hafez Language School, Mashhad-Iran Two consecutive semesters 1st sem. (September 2009 – December 2009) 2nd sem. (January 2010 – March 2010) 27 March 2017

Method cont. Procedure Assigning a school mentor for each mentee Mentees received induction support from Mentors (personal meetings and classroom observations) In-service program (1 workshop & 2 supervisor-directed meeting) Non-mentees received induction support from initial training (one-week orientation & TTC program) In-service program (as above) 27 March 2017

Result Quantitative Analysis Employing independent t-tests (COF): No significant differences between 2 groups at the beginning and during the 1st sem. Mentees group significantly outperformed non-mentees group at the end and during 2nd sem. on lesson planning, use of language tasks, types of interaction, use of props and audio-visual materials, self-confidence and emotional stability 27 March 2017

Results Quantitative Analysis Employing independent t-tests (self-report Survey): Mentees group significantly scored higher than non-mentees group on Feeling more confident as effective teacher 83% Agreeing on more reflective role in classroom 78% Feeling more confident to plan effectively 77% 27 March 2017

Results Qualitative Analysis Interviews Mentees feeling more confident being more reflective giving more feedback to learners being more supportive to learners developing more job satisfaction being more systematic in decision making feeling more comfortable in classroom management Developing a more positive atmosphere in classroom 27 March 2017

Results Qualitative Analysis Interviews Non-mentees developing a clear picture of instructional methodology learning to make better tests becoming more familiar with the school standards developing workable lesson plans feeling more comfortable in classroom management 27 March 2017

Opportunities & Challenges Views on Mentors: Opportunities & Challenges Negative Focusing on a different approach compared to induction program Offering a lot of advice Little acknowledgement of my personal strength Unrealistic expectations Often judgmental Very formal Too much reflection Positive Trustworthy Collaborative Empathetic Role model Good listener Approachable Understanding 27 March 2017

Conclusions Induction program (both in-service training and mentoring) foster development of teacher expertise. A mixed approach seems more effective than single induction program. Mentees should be given opportunity to choose their own mentors. Mentors also need ongoing mentor development programs. Mentees need orientation on how a mentor can develop their profession. Integrative (formal & informal) mentoring approach may enhance a more positive atmosphere. Dynamic mentoring can make the process more interactive and mutually encouraging. 27 March 2017

Final Words! “Coming together is a beginning, keeping together is progress, but working together is a success.” Anonymous

Thank You ! kmotallebz@gmail.com 27 March 2017