Formal and Informal Mentoring

Abstract

Informal mentors likely play a substantial role in novice teacher learning, yet we know little about them, especially in relation to formal mentoring, which is the cornerstone to most induction programs. This study analyzes survey and interview data from 57 first-year mathematics teachers from 11 districts to investigate differences in the characteristics of formal and informal mentoring that can inform improvements in mentoring policy. Our findings suggest that informal and formal mentors sometimes serve similar functions but often provide compensatory and complementary support. Based on these findings, we identify a set of policy recommendations to improve new teacher supports.

Mentoring Programme and Work Performance of MRSM Teachers in Kelantan

“…Another implication of this study is to continue with mentoring programme for non-novice teachers who are underperforming as a solution to the organization's problem. This mentoring could be implemented in the form of informal way should it become an awkwardness for the non-novice teachers to be involved in mentoring since several studies have shown that informal mentoring affects work performance more than formal mentoring (Menges, 2015;Desimone et. al., 2014).…”

Understanding the impact of informal mentoring on female mid-level community college administrators : an interpretive phenomenological analysis

“…In contrast to an informal relationship, identification, role modeling, and interpersonal attraction do not influence the development of a formal relationship (Desimone et al, 2014;Ragins & Cotton, 1999).…”

“…Typically, a senior work colleague is assigned to work with a younger protégé (Bryant & Terborg, 2008;Desimone et al, 2014;Ghosh & Reio, 2013;Kram, 1985;Parise & Forret, 2008;Wanberg, Kammeyer-Mueller, & Marchese, 2006). The institution supports this type of program as part of their professional development initiatives.…”

“…The institution supports this type of program as part of their professional development initiatives. Most formal mentoring programs have management match the mentor and protégé (Bryant & Terborg, 2008;Desimone et al, 2014;Ghosh & Reio, 2013;Wanberg et al, 2006). The establishment of formal mentoring programs occurred to reinvent the informal mentoring relationships that have existed in organizations (Bryant & Terborg, 2008;Ghosh & Reio, 2013;Wanberg et al, 2006).…”

“…In formal mentoring relationships, the mentors may not view the protégé as someone they find worthy of attention or support and there is a longer adjustment period required between the participants in order to get to know each other (Chao, Walz, & Gardner, 1992;Desimone et al, 2014;Parise & Forret, 2007;Ragin & Cotton, 1999;Wanberg et al, 2006). In contrast to an informal relationship, identification, role modeling, and interpersonal attraction do not influence the development of a formal relationship (Desimone et al, 2014;Ragins & Cotton, 1999).…”