Mentoring New Teachers in International Christian Schools

I began teaching 7th grade math in 1999 after a postbaccalaureate certification program. My mentor teacher provided wisdom, compassion, and advice, supporting me through that challenging first year. She became my role model in later years when I became a mentor teacher. Many new teachers have passed through the doors of our school in Central Asia. Orientation programs include limited time for training in curriculum, classroom management, and culture. To meet the professional and personal needs of the teachers stepping into an international Christian school classroom for the first time, schools need an effective mentoring program.

Research describes the benefits new teachers receive during mentoring from experienced teachers or administrators. While each new teacher has different needs, clearly articulated expectations for regular meetings and measurable goals support the mentoring process. A transformative or constructivist mentoring style establishes high expectations for the new teacher, builds on prior knowledge, and supports risk-taking (Parker et al., 2021). Mentors must be accessible and supportive so the mentee is willing to ask for help. An effective mentoring relationship is built on a foundation of trust and confidentiality, maintained through difficult confrontations about changes the mentee must make to improve (Achinstein & Athanases, 2006; Adams, 2012; Bullough, 2012; Griffiths, 2011; Hertzog, 2002).

Early in the spring of 2025, I surveyed novice teachers (fewer than three years of experience) about their first year as a teacher in an international Christian school. Most participants were under 40, and three-fourths of those under age 40 were female. Fifty participants reported that their first year of teaching in a PreK–12 school was in an international Christian school, and six participants reported 10 or more years of teaching experience before their first year overseas. About one-fourth (n = 20) began teaching before completing any university-level education program.

Nearly 80% (n = 60) of the 76 participants who completed the survey had the opportunity to have a mentor during that first year. Two-thirds of new teachers reported receiving mentoring support with curriculum and classroom management during the first year. Mentors also provided help with instructional strategies, discussed and reflected on experiences, and offered guidance and prayer for school-related concerns and concerns outside of school. Reflecting on experiences with a mentor was the second-most prevalent practice, yet it was perceived as only moderately helpful. 

Responses to open-ended qualitative questions revealed that new teachers desire mentors who are available, intentional, and experienced. They want help with lesson plans and student behaviors—before school begins if possible. New teachers want to know about the school’s culture, history, and expectations. Many respondents mentioned having a mentor pray with and for them. Some new teachers wished for a mentor who had time to meet, who provided timely and constructive feedback, and who responded quickly to questions. 

First-year teachers in international Christian schools identified the following mentoring practices as the most helpful: (1) support for school-related concerns, by listening, praying, offering advice, and/or modeling healthy responses; instructional strategies, including (2) subject-specific strategies and (3) biblical integration; (4) curriculum support before school begins; and (5) differentiation for learning needs. Of these five practices, the latter three ranked 7th, 8th, and 9th in prevalence.

Recommendations for international Christian school leaders include designating a mentor for each new staff member teaching one or more classes and utilizing like-minded staff or community members if necessary. Subject-specific instructional strategies, biblical integration, and differentiation should be included along with classroom management strategies and curriculum planning. Above all, consistently pray for and with the new teacher and regularly encourage them (Barnes, 2020).

References

Achinstein, B. & Athanases, S. Z. (2006). New visions for mentoring new teachers. In S. Z. Athanases & B. Achinstein (Eds.), Mentors in the Making (pp. 1–20). Teachers College Press, Columbia University.

Adams, P. (2012). Developing possibilities and potentialities: A mentorship handbook for educators. Alberta Education.

Barnes, R. (2020). Preparing teachers for transition to an international Christian school. International Journal of Christianity and Education, 1–17.

Bullough, R. V. (2012). Mentoring and new teacher induction in the United States: A review and analysis of current practices. Mentoring & Tutoring: Partnership in Learning, 20(1), 57–74. http://dx.doi.org/10.1080/13611267.2012.645600

Griffiths, V. (2011). Career changers and fast-track induction: Teacher perspectives on their early professional development. Teacher Development, 15(1), 19–35.

Hertzog, H. S. (2002). When, how, and how do I ask for help? Novices’ perceptions of problems and assistance. Teacher Education Quarterly, 29(3), 29–41. https://www.jstor.org/stable/23478388

Parker, A. K., Zenkov, K. & Glaser, H. (2021). Preparing school-based teacher educators: Mentor teachers’ perceptions of mentoring and mentor training. Peabody Journal of Education 96(1), 65–75. https://doi.org/10.1080/0161956X.2021.1877027