Beyond Traditional Mentoring: The Differential Effects of Dual-role Participation on Early-career Teachers' Efficacy and Teaching Practices

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 2
  In Roundtable Session: Building the Bridge: Developing Tailored Induction Models for Diverse Early-Career Educators

Abstract

This study utilized TALIS 2018 data to examine mentoring participation and its impact on early-career teachers' efficacy and teaching practices across 47 countries. Only 30% of early-career teachers participate in mentoring globally, representing a critical policy gap. While mentoring participation alone showed no significant effects on teacher efficacy, dual-role participation as both mentor and mentee significantly enhanced instructional efficacy, classroom management efficacy, and overall efficacy. Dual-role participants also demonstrated superior cognitive activation and teaching improvements compared to mentee-only participants. These findings challenge traditional unidirectional mentoring models and support social exchange theory, suggesting reciprocal mentoring relationships maximize professional development benefits. The study proposes comprehensive policy frameworks for implementing dual-role mentoring systems to transform teacher professional development through evidence-based approaches.

Author

• Moonyoung Eom, Seoul National University