Scholarly Research Journal for Interdisciplinary Studies,

Online ISSN 2278-8808, SJIF 2021 = 7.380, www.srjis.com

PEER REVIEWED & REFEREED JOURNAL, MAR-APR 2023, VOL- 10/76
https://doi.org/10.5281/zenodo.7945064

Teacher Mentoring in India and NEP 2020: An Overview

Taruna Malhotra, Ph. D.

Associate Professor, Vaish College of Education, Rohtak, Haryana
Mona Malhotra, Ph. D.
Assistant Professor, Gaur Brahman College of Education, Rohtak, Haryana

Abstract

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great
teacher inspires.” ― William Arthur Ward
Teaching is regarded as the noblest profession on earth, everyone has regard and respects for
this profession in spite the fact that the teachers have become less noble and a teaching career has
become just another career choice. Often teachers have the dual role of teaching and developing the
character of the child. The teacher has to play the role of the facilitator and mentor too. In the words of
Malderez (2001), “The term mentoring describes the support given by one (usually more experienced)
person for the growth and learning of another, and for their integration into and acceptance by a specific
community.” Earlier the term “teacher mentoring” and induction were considered to be the same.
According to Strong (2005), “Induction once was sharply defined in educational literature as referring to
a broad spectrum of activities geared to novice teachers that included one-to-one mentoring and
community orientation, but additionally encompassed peer study groups, team planning and teaching,
and tele mentoring, mentoring through videoconferencing and Internet communication.” In NEP 2020,
the role of teachers and their contribution in the field of education has been highlighted. According to
this policy, for inculcating 21st-century skills, knowledge, and learning outcomes amongst students,
teachers will be responsible for all this. There is not much discussion about the mentoring of teachers but
if we will not take this issue seriously the results will be in reverse mode instead of expecting something
good, it will do more harm. In the curricula of Bachelor of Education (B.Ed.), in schools there is
compulsion of the pre-service training of teachers. But this is not enough for the growth of teachers as
well as students. The training should be continued in their in-service professional development as well.
The present paper highlights the importance of teacher mentoring in context of NEP 2020.
____________________________________________________________________________________
Keywords: Mentoring, Teacher Mentoring, NEP 2020

Introduction
Mentoring
The word Mentoring has its origin in the Greek Language meaning “enduring--is defined
as a sustained relationship between a youth and an adult”. There is no doubt that personal

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relationship between mentor and mentee is established but it is for the sake of professional
guidance and instruction. According to Evenson (1982), “In education, the value of mentoring
has been recognized in the use of teachers and other professionals in one-on-one instruction of
students for vocational education, science, and reading.” Burley & Pomphrey, (2011), concluded
in favour of mentoring that “Across the globe, mentoring is used in a wide range of school
contexts for a variety of purposes, being viewed as a key professional learning tool from initial
teacher education (ITE) to senior leadership development.” In today’s scenario, it has become so
comprehensive that it was declared by Sundli in 2007 as “a global mantra within teacher
education.”
In the words of O’Brien & Hamburg, (2014), “Mentoring involves guidance and
suggestion, as well as the development of autonomous skills, judgments, personal and
professional mastership, expertise, trust and the development of self-confidence over time”.
Importance of Mentoring cannot be denied. The purpose of mentoring is not just to provide skills
as well as knowledge which mentors impart to the students but it is also related to socialization
in professional and personal terms. Students' chances for success can be greatly enhanced by
quality mentoring. Many researches have shown that only those students have gained success in
academic arena that has good mentoring experience.
Teacher Mentoring
In NEP 2020, teachers are considered as one of the most significant part of it. Earlier,
there was decline in the percentage of teaching profession and there were many reasons behind
this like lack of education, training, proper recruitment, teaching quality, motivation, active
service conditions and inadequate systemic reforms. Teacher mentoring is the best answer to all
these issues.
Basically, Teacher mentoring is a formal process in which a teacher who is seeking
professional renewal or a new teacher is being helped by an experienced educator. According to
Pitton (2006), “The object of such dialogue is to assist the mentee in establishing realistic
performance benchmarks for teaching and to feel intellectually and psychologically connected to
a fellow educator as a guide, a supporter, a friend, an advocate, and a role model”. The term
induction, in the 21st century in the educational literature, is often replaced by mentoring.
To help new teacher through guidance and assistance for smooth functioning of the
institution, teacher mentors are selected. For succession of Teacher Mentor Program, the

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association matters a lot which develops between an experienced mentor and a new teacher. It is
the responsibility of the teacher mentor to initiate and maintain the relationship. Such type of
relationship should be developed where both equality and secrecy are keys to effective
communication. It should be communicated by the mentor teacher that sharing expectations and
periodic review will give strength to the process. A positive, accepting attitude is crucial and sets
the tone for a cooperative relationship. A mentor teacher should provide positive and
constructive environment of open and working relationship where the ideas, feelings. Problems
can be shared. In the words of Fletcher (2000), “The role of a mentor is to offer relevant,
practical advice and critical support to the mentee in order for him to overcome the problem.”
The function of mentoring is not just to improve the knowledge of both giver and taker but it also
improves the retention rate of teachers. It has the potentiality of recruitment tool.
Benefits of Teacher Mentoring Program to the Educational System:
The mentor, the mentee and the school system –all are benefitted by an interactive system
teacher mentoring program in the following manner.
The Mentors:
Teacher preparation programmes sometimes are not up to the mark as everything
required is not present in the programmes and if present, they are not very clear. The problems
faced by the new teachers give opportunities to mentor teachers to reexamine their classroom
practices. According to krupp (1984), “Mentors gain the satisfaction of being able to transfer
skills and knowledge accumulated through extensive professional practice.” Professional
competence opportunities are provided to the mentee by the mentors by a cycle of assessment.
Finally, the mentee is directed by the mentor for their academic and professional growth to get
into the professional organizations.
The mentee:
According to Evenson (1982), “One of the most recognized uses of mentoring is the
conveyance of operating procedures to the beginner,” The mentor is benefitted in different ways
like organization of professional competence, rapid integration into the school environment and
introduction to teaching as a continually developing, lifelong career.
The school administration:
Driscoll et al., (1985), “The school administration provides an introduction to the rules
but the mentor teaches the skills necessary to comply and cope with them.” School is an

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important part of teaching learning process. It is benefitted by mentoring programmes in all

aspects. In the words of Driscoll et al., (1985), “A school which enthusiastically welcomes
beginning teachers and initiates them to active participation in the educational processes
potentially reduces its teacher attrition rate.” The fresh teachers at once catches the problems
after close supervision which no doubt affects the instructional process. For solution of this
problem, experiences teachers are involved in the program for their guidance and suggestions.
They also provide productive, constructive and innovative environment to the mentees for their
life long professional careers.
Effective Staff Development Approach is another name for teacher mentoring
programmes for the new teachers. According to little and Nelson (1990), “By establishing
teacher mentoring programs, the district serves two important purposes: novice teachers are
given a strong start at the beginning of their careers, and experienced classroom teachers serving
as mentors receive recognition and incentives.” It has been concluded by many researchers and
Ganser (1996), “ Mentoring can be a valuable process in educational reform for beginning
teachers as well as veteran teachers.”
Purpose of Teacher Mentoring
1. A beginning teacher is paired with a more experienced teacher in this program.
Depending on the need of the new teachers and the goals of the organization, sometimes,
the pairing can involve one or more new teachers or a group of more experienced
teachers.
2. Full support is provided to the new teacher as to build a mentor-mentee relationship
between two or more individuals is not only the purpose of teacher mentoring. This
proves beneficial for the new teachers as their confidence built up and moreover it allows
them to settle into the organization immediately and maximize their effectiveness as
instructors.
3. Educational system quality standard is also established by this program as it is also
helpful in the recruitment and retention of new staff.
4. Teacher mentoring programmes directly or indirectly benefits the education system if it is
implemented properly. As a process, teacher mentoring may be used formally, such as
when a school wishes to implement particular programs or informally, where no
programs are in place.

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Benefits of Teacher Mentorship Programs

Teachers who are new to a school system and moreover teachers who are facing a
changing academic scene –all are benefitted by teacher mentorship program. In this the well
experienced and expert instructors serves as mentors for those who have less experience. They
provide them the strategies for handling problems related to time management, disciplinary,
parent interaction and many more. Guidance is provided by them at each and every step of any
problem faced by them.
Additional Training
In colleges as well schools, teachers undergo routine training related to syllabus,
curriculum, making of lesson plans, teaching methods and many more. But this training is not
sufficient to make them best teachers in each and every aspect. The reason behind this may be
dearth of time. A mentoring program is an additional training apart from routine training which
focus on the important considerations and details. It ensures full support to all.
Restriction of time
A teacher has lot of work to do on daily basis. Lot of energy and time is required to look
after all the activities like making time –table, lessons plans, and arrangements of all the
academic and non-academic activities, preparation of the tests. Sometimes it become difficult for
the new teachers to manage all these activities. So, a mentor program can help an inexperienced
teacher or new teacher in the best organization of the time and how to complete all the activities
within limited period of time and with less energy.
Retention of Qualified Educators
There is no doubt that there are many teachers who work in the schools and colleges of
their choice but after sometime they also quit their job and move to new place, new area and new
environment. The main reason behind this is stress and workload which sometimes overpower
the teachers. A mentor program trains the new teacher to adjust in all the situations. It also
guides them to handle all the situations and how to cope with them.
Disciplinary Style
When it comes to the point of Classroom discipline which is very difficult to maintain, it
becomes difficult for the new teachers. What kind of discipline and what amount of it is required
is a difficult question to be solved? All these questions are answered by mentoring program
which is not at all possible through a routine training program.

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Mutual Support
Sometimes, the new teachers after a short span of time, takes responsibilities of the
students and classroom not very seriously. They take it as a routine task and adopt flexible
approach. They even don’t try to take guidance or contact their seniors regarding any difficulty.
What a mentoring program for teachers does is that an important element of professional support
is added to it.
A teacher mentorship program provides a qualified support to fulfill its purpose. The
main aim of this program is that the burden and issues faced by the new teachers are solved by
this program. Retention rates are also increased and moreover it also encourages well –managed,
safe and academically captivating classrooms.
Conclusion
The most valuable resources in education are the teachers and the main ingredient of
educational reform is high quality performance in teaching. In order to assist the new teachers,
their performances should be supported from the very beginning of their teaching careers.
“Mentoring entered the vocabulary of teacher education in the early 1980’s as part of a broader
effort to professionalize teaching.” (Feiman-Nemser, 1998). In the words of Wildman, Magliaro,
Niles, & Niles (1992), “Mentors can provide beginning teachers with practical, specific help in
working with students and parents, providing instruction, and dealing with the school
environment.” “Mentoring teachers lies at the core of the education system, as it has immense
transformative potential. It is not about passing on the torch of knowledge from the mentor to the
mentee but a belief in 'commitment to education, hope for its future, and a respect for those who
enter into its community'.” (Shadiow 1996, p. 277). Teacher mentoring values a person. NEP
2020 has made a promise and mentoring is that promise and it is our duty to for keep both in
letter and spirit. We must fulfill all the requirements mentioned in NEP 2020 regarding teacher
mentoring programmes and implement it properly to get productive output.

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Cite Your Article:

Dr. Taruna Malhotra, & Dr. Mona Malhotra. (2023). Teacher Mentoring in India and NEP 2020: An
Overview. Scholarly Research Journal for Interdisciplinary Studies, 10(76), 18480–18487.
https://doi.org/10.5281/zenodo.7945064

Copyright © 2023, Scholarly Research Journal for Interdisciplinary Studies