Exploring newly-qualified English teachers' experiences of a mentorship program through a situational mentoring framework

When newly qualified English as foreign language teachers are appointed to state schools, they must engage in a mentoring relationship, a mandatory component of the teacher induction program. This qualitative descriptive case study aims to explore the current mentoring program through the lens of the Situational Mentoring Framework, focusing on four major components of a mentoring process: mentor selection; mentor and novice teacher preparation; support team, and accountability. Interview data were collected through one-on-one semi-structured interviews with six newly qualified in-service EFL teachers from various regions of T & uuml;rkiye and analyzed using thematic and content analysis. The results indicated that teachers view the mentoring process primarily as burdensome and time-consuming paperwork, with little to no tangible benefits. Additionally, teachers identified problems with the current mentorship program and articulated features of their desired mentorship program.