Peters, SallyCarss, Wendy DianeHeng, Marnie2026-06-022026-06-022026https://hdl.handle.net/10289/18312This research study provides an exploration into current beginning teacher mentoring relationships, with a focus on identifying the experiences and challenges faced by both beginning and mentor teachers. The purpose of this research was to identify key trends in data and possible implications to support the ongoing growth, consistency and quality of mentoring provided in primary schools in Aotearoa New Zealand. This inquiry not only focused on the beginning teachers' growth and successful transition into their new community of practice, but also on the support in place for mentor teachers to effectively meet the needs of their beginning teachers and provide quality mentoring. This study contributes to the field of mentoring research by providing a key focus on mentor experiences and perspectives in mentoring relationships that are limited in both domestic and international academic research. Situated in a constructivist paradigm driven by a ‘Communities of Practice’ (Lave & Wenger, 1991) theoretical approach, the design of the research was sectioned into two phases. Phase 1 consisted of a mixed method approach using a survey (N=24) as the data collection tool to analyse recent beginning and mentor teacher experiences. Phase 2 followed a qualitative case study approach allowing for in-depth investigation and analysis of the dyadic relationship between two pairs of current beginning and mentor teachers. Case study data were collected through semi-structured interviews and questionnaires. The findings from this data extend understanding of the inconsistencies in beginning teacher experiences by examining the policy frameworks and practical approaches mentor teachers draw upon. Key findings highlighted that even positive mentoring experiences were bound by the same challenges regarding a lack of support and structure surrounding the mentoring experience and dyadic relationship. Findings highlighted the lack of clarity in the current policy framework; minimal access and availability of professional development opportunities for both beginning and mentor teachers; and a lack of theoretical understanding of the principles underpinning the educative mentoring approach. These findings were grouped into positive impacts on mentoring experiences and challenges impacting the success of mentoring experiences, which were then discussed in relation to domestic and international research findings. The existing and proposed mentoring and induction programmes in Aotearoa New Zealand provide broad guidance, yet challenges remain interpreting policy into effective mentoring practices. This thesis argues that effective implementation of educative mentoring practices (Feiman-Nemser, 2001) necessitates a structured mentoring design. The implications of these additions would have significant benefits to the practical application of mentoring practices and procedures within the beginning and mentor teacher relationship. Further practical implications from my study including training and support, considered mentor selection, and stronger dialogue between universities and school communities of practice would contribute to higher consistency in the quality of mentoring provided nationally.enAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.Beginning teachermentor teachermentoringcommunities of practiceeducative mentoringnew educatorschallengespolicyexperienceseducationeducation policyNew ZealandNew Zealand educationNew Zealand beginning teacherNew Zealand mentor teacherNew Zealand mentoringNew Zealand case studieseducative mentoring in New ZealandNew Zealand education policychallenges in education mentoringchallenges in education mentoring New Zealandtransition into teacher New ZealandThesis