Mentors that Transform: Exploring Training Needs in Teacher Induction

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doi:10.32541/recie.v9.794

República Dominicana

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Research article • Rev. Carib. Investig. Educ. 9 • 2025 • https://doi.org/10.32541/recie.v9.794 linkcopy

Mentors that Transform: Exploring Training Needs in Teacher Induction

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract:

This study examines the training needs of mentors in induction programs in the Dominican Republic, on the premise that their training influences the integration and professional development of beginning teachers. A validated questionnaire was administered to 508 mentors and school leaders. The analysis included descriptive statistics, factor analysis, reliability testing, and nonparametric tests. Results indicate that mentors perceive shortcomings in adapting training to beginning teachers, handling extraordinary situations, and administrative knowledge. Significant differences emerged according to professional role and prior mentoring experience. The study concludes that it is essential to design training programs that integrate pedagogical and organizational competencies to achieve a more effective induction process aligned with the Dominican educational context.

Keywords:
beginning teachers; induction programs; mentors; training needs

Items	Mean	Standard deviation
Knowing how the assigned induction program for new teachers is organized in terms of purpose, structure, and operation.	2.3622	.98445
Knowing how the assigned induction program for new teachers is organized in terms of phases and tasks.	2.4252	.96503
Knowing about the competencies to be acquired by new teachers and the content proposed in the National Induction Program.	2.5315	.98959
Knowing how to adjust the training proposal of the National Induction Program to the specific training needs of the assigned new teachers.	2.5965	.92763
Establishing coordination relationships with the university personnel responsible for the National Induction Program.	2.5157	.94928
Knowing the procedures, reports, and records required of me as a mentor of new teachers.	2.6516	.95802
Knowing how to act in case of extraordinary situations related to the assigned new teachers.	2.628	.95323

Items	Mean	Standard deviation
Promoting the design of innovation projects, action plans, educational projects, etc., among new teachers.	2.563	.99603
Knowing updated didactic techniques, strategies, and resources that allow me to expand the repertoire to offer to the new teacher.	2.561	.93276
Knowing digital resources that can be incorporated into teaching to recommend to assigned new teachers.	2.5433	.90151
Supporting new teachers in improving evaluation processes, instruments, and ethical aspects of their teaching practice.	2.5197	1.00962
Helping the new teacher identify situations of school harassment or bullying both inside and outside the classroom.	2,5118	.96989
Informing the new teacher about different methodological strategies suitable for classroom diversity.	2.4823	1.00181
Promoting better understanding in new teachers of the personal characteristics and orientations of current adolescents in schools.	2.4331	.98181
Supporting the new teacher in understanding and resolving discipline problems that may arise in the classroom.	2.4291	1.06259
Knowing how to foster in the new teacher knowledge about the school, organization, structure, leadership, detecting school and classroom climate and culture, school organization, etc.	2.4213	1.00477
Knowing how to inform new teachers about current curricular guidelines.	2.3839	1.01677
Generating commitment to continuous professional development required of all teachers in new teachers.	2.372	1.0812
Knowing how to support the new teacher in establishing positive relationships with the rest of the school staff, the management team, other educational agents, etc.	2.3642	1.02207
Raising awareness among new teachers about the need to make teaching planning flexible to address classroom diversity.	2.3583	1.0366
Evaluating the teaching capacity of new teachers based on evidence and data.	2.3445	1.02312
Promoting professional autonomy and decision-making capacity in new teachers.	2.3445	1.046
Knowing how to foster ethical professional behavior in the new teacher and offering ways and resources for the creation and maintenance of stable commitment (social, professional, and institutional).	2.3346	1.02927
Promoting a favorable attitude towards the mentoring function and support for the new teacher.	2.3248	1.04098
Capacity to establish emotional support and positive relationships with the new teacher that promote their security and self-esteem.	2.3248	1.0579
Capacity to observe and analyze the didactic aspects of the new teacher’s work.	2.3169	.99701
Activating and providing effective formative feedback aimed at promoting the improvement of the new teacher.	2.3071	1.02059
Knowledge of what it means to be a new teacher (feelings, uncertainties, training needs).	2.2913	.99395
Capacity to understand the problems and concerns of the new teacher, to empathize, and to set challenges and commitments.	2.2815	1.07761
Promoting reflective processes on the new teacher’s own practice.	2.2539	1.06239
Knowing how to communicate with the new teacher, initiate relationships, resolve conflicts, etc.	2.1811	1.0818

Items	Mann-Whitney U	Wilcoxon W	Asymp. Sig. (2-tailed)
1. Knowledge of what it means to be a new teacher (feelings, uncertainties, training needs).	17239	98242	.002
2. Knowing how to support the new teacher in establishing positive relationships with the rest of the school staff, the management team, and other educational agents.	18590.5	99593.5	.036
7. Capacity to observe and analyze the didactic aspects of the new teacher’s work.	18681.5	99684.5	.042
10. Promoting a favorable attitude towards the mentoring function and support for the new teacher.	18313.5	99316.5	.021
12. Promoting reflective processes on the new teacher’s own practice.	18659.5	99662.5	.041
14. Activating and providing effective formative feedback aimed at promoting the improvement of the new teacher.	18314	99317	.021
15. Capacity to understand the problems and concerns of the new teacher, to empathize, and to set challenges and commitments.	18385	99388	.024
Evaluating the teaching capacity of new teachers based on evidence and data.	18499	99502	.03

Priority axis	Description	Implications for training
Documentary and administrative management	Mentors express a need for training in the use of reports, records, and administrative procedures linked to the National Induction Program.	Design training modules on regulatory procedures, accountability, and the preparation of institutional documentation.
Attention to extraordinary situations	Deficiencies are detected in responding to disciplinary conflicts, school bullying, and other contingencies that affect classroom coexistence.	Include intervention protocols, school mediation, and prevention strategies in mentor training.
Pedagogical adaptation to diversity	Mentors perceive difficulties in adjusting induction to the individual needs of novice teachers and the heterogeneity of school contexts.	Incorporate training in pedagogical differentiation, inclusive methodologies, and the personalization of induction pathways.

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Instituto Superior de Formación Docente Salomé Ureña Calle Caonabo esq. C/ Leonardo Da Vinci, Urbanización Renacimiento, Sector Mirador Sur, Santo Domingo, República Dominicana - E-mail: vladimir.figueroa@isfodosu.edu.do

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