Abstract
The purpose of this paper is to present the major motives leading senior teachers to be involved in a mentoring process of newly appointed teachers and its benefits for the mentor teacher. Based on semi-structured interviews with 12 experienced teachers who participated in a university-based mentoring program in Israel, the current study found a wide variety of motives, difficulties, and benefits during the mentoring process, including intrinsic and extrinsic motives, emotional rewards, professional benefits, and negative outcomes. Practical implications for mentoring programs are suggested.
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