Reimagining Teaching Retention by Supporting Mentor Teachers

• In Event: Reimagining Mentor Support: Learning, Positionality, and Equity in Teacher Residency Programs

Abstract

Purpose
State and federally funded teacher residency pathways have gained momentum over the last two decades as teacher education programs seek to diversify the teaching workforce and sustain and retain teachers in the profession. These clinically-rich programs rely on the expertise and commitment of cooperating teachers (mentors) in the development of Teacher Residents (TRs). We explore why experienced teachers choose to mentor, how mentoring sustains them professionally, practices that support them, and what challenges persist in the mentoring experience.

Research Questions
Why do teachers choose to mentor?
What benefits do mentors experience?
What program practices do mentors and faculty identify as impactful?
What challenges do mentors face, and what can programs do to meet those challenges?

Theoretical Underpinnings
Mentors are pivotal for teacher development, especially in residency models where more time is focused on field-based learning. Teaching is a demanding profession and mentoring an aspiring educator requires additional labor. However, there is a limited understanding of the additional labor required of mentors or their motivation to engage in this work. Mentoring motivation studies, specifically, Expectancy-Value Theory (EVT) (Kuhn et al., 2022) suggest individuals engage in tasks when they believe they are capable and the work has personal or social value. Mentors are not simply support providers but professionals who derive meaning, agency, and growth from mentoring. EVT aligns with the developmental conception of mentoring (Van Ginkel et al., 2016), where motivations include giving back to the profession (generative outcomes), improving one's own practice (personal learning), and fulfilling professional obligations (instrumental role). Additionally, mentoring is a dynamic process of co-construction where mentors evolve by guiding others (Orland-Barak & Wang, 2021).

Methods-Data Sources
A mixed-methods design was employed. This included a survey exploring mentor experiences, sent to over 100 mentors with 61 responses were analyzed. Four focus groups with a total of 19 mentors were conducted. Four Faculty Advisors (FAs), university-based practitioners who place and support TRs, participated in a separate focus group to illuminate mentor selection and programmatic support. Data were analyzed using inductive open coding followed by deductive axial coding.

Results
Mentors cited multiple motivations for their participation: the desire to “pay it forward,” positive experiences as student teachers, alignment with their positionality, and commitment to the program’s equity-focused mission. Many mentors were alumni of our teacher education program and noted strong relationships with FAs. Hosting TRs was described as professionally rejuvenating, a collaborative experience cultivating reflection and growth. Program structures viewed as supportive included summer onboarding, responsive FAs, and having multiple mentors at a site. Challenges included a preference to be notified earlier of mentor selection, more time to build relationships before the academic year, additional mentor training and feedback, and increased guidance when TRs were struggling.

Significance
As teacher preparation continues shifting toward field-based, community-embedded models, mentors are not just assets, they are teacher educators. Findings underscore the need for structured mentor development and systems that affirm mentors’ evolving professional identities. Sustaining mentors ultimately sustains the residency model itself and supports long-term engagement in teaching.

Authors

• Melissa Sachi Arias, University of California - Los Angeles

• Emma D. Hipolito, University of California - Los Angeles

• Imelda Nava-Landeros, University of California - Los Angeles