Positive mentoring relationships contributing to early career professional growth

It is widely recognized that mentorship has the potential to directly improve teacher quality and student success (Evertson & Smithey, 2000; Ingersoll & Strong, 2011). This research study examined the lived experiences of early career teachers who felt that a mentor had positively contributed to their professional growth. The data for this study was collected from five semi-structured interviews, located in a diverse West Coast of Canada (WCC) school district. This study was conducted during a time of significant change for all teachers as the result of the global Covid-19 pandemic. It was also a time of uncertainty for early career teachers as levels of attrition had continued to persist for several decades (Kutsyuruba et al., 2014). Five significant textural themes emerged from the data contributing to the experience of professional growth for early career teachers. They are: struggle, fear, feelings of trust and support, a sense of personal growth, and confidence in teaching practice. Additionally, two significant structural themes also emerged from the data: support and observation. The results of this study support a need for school districts and mentors to continue mutual classroom observations and high levels of support for the mentee.