Collaboration and control: insights into principals’ role in establishing teacher mentoring in Finnish schools

Abstract

Principals play a key role in establishing professional development initiatives like teacher mentoring, which, despite its benefits in supporting early career teachers, has seldom become a permanent practice in schools. This study examined principals’ relational practices in establishing teacher mentoring in Finnish schools. The research data consisted of thematic interviews with principals and teacher mentors, with eight interviews conducted for each group. The data were analysed inductively using thematic analysis. The findings suggest that principals facilitate the establishment of teacher mentoring by (1) creating the necessary conditions, (2) fostering a supportive atmosphere, and (3) utilising mentoring as a leadership tool. Conversely, principals hinder the establishment of teacher mentoring through (1) disregarding and (2) misunderstanding. By illustrating the ways in which principals both facilitate and hinder the establishment of teacher mentoring, the findings highlight the pivotal role they play in its implementation. Overall, this study enhances understanding of principals’ role in establishing teacher mentoring, offering insights that can facilitate its seamless integration into school structures in the future.