A MENTORSHIP MODEL FOR PROMOTING THE PROFESSIONAL DEVELOPMENT OF YOUNG TEACHERS AT GUANGXI UNIVERSITY OF FOREIGN LANGUAGES
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This study aims to:1)To study the current status and expected status of GUFL's mentorship program in improving young teachers’ professional development. 2) To develop a mentorship model that can improve the professional development of young teachers at GUFL.3)To verify the appropriateness and effectiveness of the mentorship model in the context of GUFL. This study employed an explanatory sequential mixed-methods design, surveying 243 young teachers and 182 mentors, and conducting semi-structured interviews with 4 groups. The collected quantitative data were analyzed using SPSS 27.0 for descriptive statistics and paired-samples t-tests, while the qualitative data were analyzed using thematic analysis.
The findings indicate that:
1)There are significant gaps between the current and expected levels in both young teachers’ professional development and the implementation of the mentorship program at GUFL (p < 0.001).
2)Qualitative analysis further revealed that mentor support shows a declining trend across stages, while organizational support fails to be effectively integrated into the process of continuous professional development, thereby weakening the transformation of professional development outcomes.
Based on these findings, this study integrates Adult Learning Theory and Management by Objectives, employs needs assessment as an analytical approach, and adopts professional learning communities as a practice-oriented framework to construct a mentorship model centered on the transformation of professional development. The model encompasses four key components: a development-oriented logic, a multi-actor collaborative structure, a professional development transformation mechanism, and a dynamic adjustment pathway. It aims to address the structural limitation of traditional mentorship programs characterized by “emphasis on support provision but insufficient focus on competence transformation,” thereby promoting a shift from “support provision” to “capacity generation.”
The model was validated through a two-round Delphi study (W = 0.423–0.564, p < 0.001). Expert evaluations indicate that the model demonstrates strong applicability and feasibility in promoting the professional development of young teachers.
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