Abstract
This study examined the mentoring component of the Israeli induction program for beginning teachers. Factors, such as gender, school level, and implementation of mentoring, were investigated in relation to mentoring activities (frequency, initiation, regularity, content) and mentors’ attitudes (towards matching, role conflict, the mentoring experience). Data were collected from a national sample of 118 mentors by questionnaire. Results showed that mentoring implementation factors were significant correlates of mentoring activities and mentors’ attitudes. Findings indicated that good implementation at the early stages of mentoring, particularly with respect to recruiting, training, and deploying mentors, can have important implications for how mentors function.
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