Purpose The purpose of this paper is to explore the extant literature with regard to the role of mentorship in promoting the well-being of early career teachers. Design/methodology/approach This paper was comprised of a review of the current literature. Key terms were used to identify initial sources. The search was narrowed further by using the Boolean operator AND to link key terms. Findings Much of the literature exploring mentorship and induction focuses on the formal structures and the targeted learning outcomes of the processes. However, the emotional and personal support afforded new teachers through the development of relationships with mentors is being recognized as contributing high value to the continued retention efforts. Although there are promising practices with regard to induction programs and formal mentorship arrangements in some schools, these practices are very scattered and may not even be equally well established within one school district. Research limitations/implications Implementation of models that are focused on personal and professional support of new teachers could provide an avenue of research examining teachers’ perceptions of well-being and resiliency. Longitudinal, pan-provincial and pan-national research is necessary for developing more support for systemic implementation of mentorship models. Originality/value While there is research identifying existing programs and induction models, this paper uses the lens of early career teacher well-being to point out promising practices and additional considerations for adopting a holistic approach to mentorship. This mentorship model may result in better personal and professional outcomes for new teachers.

Organizations are faced with solving increasingly complex problems. Addressing these issues requires effective leadership that can facilitate a collaborative problem solving approach where multiple perspectives are leveraged. In this conceptual paper, we critique the effectiveness of earlier leadership models in tackling complex organizational issues. We then examine one promising model, adaptive leadership, in detail and propose that this model provides a leadership approach for addressing current organizational realities. The model, proposed and developed over the last two decades, fundamentally supports the assumption of leadership by multiple stakeholders, with the formulation of the leadership dependent on the emergent problem. Adaptive leadership, with its focus on collaborative problem-solving utilizing multiple perspectives, is especially applicable to large organizations faced with solving complex problems involving many stakeholders.

Resilience is a helpful construct when considering how to support clergy well-being. The purpose of this study was to gain knowledge about clergy resilience, specifically those resources that clergy perceived had supported their professional resilience. The study gave attention to aspects of preservice training and professional development that helped to foster clergy resilience and initiatives that clergy desired to further support their resilience. Clergy reported multiple resources that supported their resilience including supports for spiritual life, relational supports, personal aspects, and organizational practices. Spiritual dimensions of support for resilience were prominent for clergy, especially the centrality of calling to ministry, theological meaning-making, and relationship with God. Participants also revealed helpful aspects of preservice training and professional development. Aspects of preservice training included rigorous discernment and screening of their callings and the inclusion of required practices, such as spiritual direction or mentorship. Aspects of professional development included a variety of skill development opportunities, lifelong learning, conferences, and networking with peers. Participants reported their desire for initiatives that included more wellness opportunities and an increased organizational prioritization of clergy wellness.

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