Source: Teachers and Teaching: theory and practice, Volume 22, Issue 1, 2016, Pages 101-116
The purpose of this study was to explore the relationship between mentors’ mentoring conceptions and their mentoring motives.
Participants were 726 secondary education mentor teachers, associated with 13 institutes for teacher preparation in the Netherlands.
The findings showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced.