Well-being and mentoring in pre-service teacher education: an integrative literature review

• Published in: International journal of mentoring and coaching in education Vol. 12; no. 4; pp. 336 - 349
• Main Author: Dreer-Goethe, Benjamin
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Publishing Limited 12.10.2023; Emerald Group Publishing Limited
• Subjects: Classroom management; Emotions; Fatigue (Biology); Interpersonal Relationship; Job Satisfaction; Literature Reviews; Mentors; Outcomes of Education; Preservice Teacher Education; Preservice teachers; Psychological Patterns; Student Teacher Attitudes; Student Teachers; Teacher Attitudes; Teacher education; Teaching methods; Well Being; Mentoring quality; Well-being; Research review; Mentoring; Student teachers; Mentor–mentee relationship
• ISSN: 2046-6854; 2046-6862
• DOI: 10.1108/IJMCE-09-2022-0073

PurposeMentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the aforementioned issues.Design/methodology/approachThrough an integrative literature review, important links between mentor and mentee well-being and certain aspects of mentoring are explored. The results of the review are then synthesised into a theoretical framework.FindingsThe framework developed here posits that the well-being of teachers relates to the quality of mentoring. This includes teachers' perceptions of mentoring and their decision to get involved, their contributions to functional mentor–mentee relationships and the selection and use of mentoring styles that support both mentor and mentee well-being. Moreover, the framework hypothesises that the quality of mentoring received by mentees is related to their well-being, which is in turn connected to their professional development. Most of these relationships appear to be bidirectional, meaning that mentee well-being also contributes to mentoring quality and mentor well-being. Finally, it is hypothesised that the well-being of both mentors and mentees is connected to the school context in which the mentoring takes place.Originality/valueThis work provides a novel, comprehensive framework for future examinations of the connections between well-being and mentoring. It synthesises the prior work on this topic by integrating findings from both the mentor and mentee perspectives into a single framework.