Mentoring preparation programs: an opportunity for professional development

Purpose The current study aims to deepen understanding of mentoring preparation within teacher induction frameworks through exploration along two dimensions. The first dimension focuses on the profiles of mentor-teachers (MTs) who choose to participate in preparation programs, identifying the attributes associated with this decision. The second dimension examines how mentoring preparation contributes to MTs’ professional development, with particular attention to their self-efficacy and their intention to continue serving in the mentoring role. Design/methodology/approach The study employed quantitative methodology in which 912 MTs responded to a self-report questionnaire. Findings Participants in mentoring preparation programs are characterized by positive perceptions of mentoring, mainly, viewing mentor education as essential for a successful process and choosing to voluntarily take on the role of MT. Although the participants have less teaching experience, they are more experienced as mentors. Moreover, MTs’ self-efficacy increases significantly through participation in preparation programs and through the recognition of the program’s value for successful mentoring. However, participation in mentoring training programs does not contribute to MTs’ intention to continue in the mentoring role; rather, positive attitudes toward mentoring lead to these intentions. Practical implications Positioning mentoring as a professional pathway with specialized knowledge and skill requirements has the potential to enhance both mentor recruitment and retention while promoting the overall quality of support provided to novice teachers. Originality/value The study explores how mentoring education supports the development of mentoring as a professional role.