In this review, the authors trace the evolution

The gap

Evidence profile

Stated in the recommendations and future work and limitations and abstract sections of the source papers, classified as general, drawn from work published between 1995 and 2026, spanning 7 journals. Those papers have been cited 172 times in total.

Supporting evidence — 8 representative gaps

• Mentoring Practices in Educational Management: Pathway to Leadership Development and Capacity Building (2026) · Mentoring Practices in Educational Management: Pathway to Leadership Development and Capacity Building · doi

  Based on the findings and conclusions of the study, it is recommended that the university continuously strengthen mentoring practices through structured faculty development programs, leadership trainings, seminars, and professional learning opportunities related to educational management. A formal and sustainable mentoring system may also be institutionalized to ensure consistent implementation of mentoring practices in planning, organizing, leading, and evaluating across all academic units. Faculty development initiatives may place greater emphasis on enhancing competencies in strategic and evidence- based planning, leadership decision-making, conflict resolution, collaborative leadership, and reflective evaluation practices. Likewise, differentiated mentoring activities and leadership development programs may be provided according to academic rank and professional needs to support faculty members at various stages of professional growth and leadership experience. The university may further strengthen monitoring and evaluation mechanisms to assess the effectiveness, accessibility, and sustainability of mentoring practices and faculty development initiatives. The utilization of digital platforms and information management systems may also improve mentoring communication, documentation, monitoring, and accessibility within the institution. Furthermore, the Proposed 5-Year Leadership Development and Capacity-Building Program on Mentoring Practices in Educational Management may be adopted and implemented to sustain and further enhance mentoring practices, leadership preparation, and professional growth among faculty members. Future researchers may also conduct related studies using additional variables, larger populations, and broader institutional settings to further validate and expand the findings of the study.

  generalstated in recommendationsevidence 5/5
  Keywords: mentoring leadership practices faculty development professional management further based university strengthen programs related educational planning
• Reframing mentoring in higher education as a cooperative system: four principles for inclusive and sustainable development (2026) · Frontiers in Education · doi

  Mentoring remains one of the most widely endorsed yet unevenly realized practices in higher education. Universities invest substantial resources in graduate supervision, faculty mentoring, peer mentoring, and equity-focused initiatives, yet similar programs frequently produce divergent outcomes across institutions, and student populations (Debray departments, et al., 2024; Nabi et al., 2025; Nuis et al., 2023). This paper has argued that such variation cannot be fully explained by mentor skill, role clarity, or program format alone. Rather, mentoring in is best understood as an asymmetric higher education cooperative interdependence, uncertainty, and vulnerability. that must manage system By reframing mentoring through a cooperation lens, this framework shifts attention from individual behaviors to the relational and institutional conditions that stabilize mentoring relationships. The four principles discussed here, Purposeful Alignment, Inclusive Belonging, Reciprocal Engagement, and Whole-Person Development, are not presented as wholly unprecedented features of mentoring. Rather, the contribution of this paper lies in synthesizing these recurring conditions from mentoring scholarship and theorizing them as mechanisms that address coordination challenges, information asymmetries, and risk in relationships characterized by power differentials and evolving developmental needs. When these conditions are present, mentoring relationships are more likely to endure and adapt; when they are absent, mentoring systems become fragile, inequitable, or performative.

  generalstated in future workevidence 5/5
  Keywords: mentoring conditions relationships higher education rather remains widely endorsed unevenly realized practices universities invest substantial
• Mentoring Behaviour and Professional Development among Secondary School Teachers in Jos-North Local Government Area, Plateau State, Nigeria (2026) · International Journal of Innovative Research in Multidisciplinary Education · doi

  This study was limited to public secondary schools and utilised a relatively small sample size. As such, the findings may not be fully generalisable to all educational contexts. Future studies should expand the scope to include private institutions and larger, more diverse populations to strengthen the evidence base. Experimental studies on mentoring effectiveness to establish causal relationships between specific mentoring practices and SUGGESTIONS FOR FURTHER RESEARCH Building on the present findings, the following areas are recommended for further investigation: 1. teacher outcomes. 2. 3. to deepen our understanding of what drives effective mentorship. Comparative studies between public and private schools to identify contextual factors that enhance or hinder mentoring. Psychological factors influencing mentoring behaviour, such as motivation, self-efficacy, and organisational commitment, REFERENCES 1) Aderibigbe, S. A., Holland, E., Marusic, I., & Shanks, R. K. (2022). A comparative study of barriers to mentoring student and new teachers. Mentoring & Tutoring: Partnership in Learning, 30(3), 355–376. https://doi.org/10.1080/13611267.2022.2070995 2) Almazroa, H., & Alotaibi, W. (2023). Teaching 21st century skills: Understanding the depth and width of the challenges to shape proactive teacher education programmes. Sustainability, 15(9), Article 7365. https://doi.org/10.3390/su15097365 3) Barker, H. (2023, February 17). Recognising the power of mentoring for teacher development. Chartered College of Teaching. Recognising the power of mentoring for teacher development 4) Bowman, M. (2014). Teacher mentoring as a means to improve schools. BU Journal of Graduate Studies in Education, 6(1), 47–51. 5) Burnaford, G., Brown, S., Doherty, J., & McLaughlin, H. J. (2007). Arts integration frameworks, research & practice: A literature review. Arts Education Partnership. 6) Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy 7) Institute. https://doi.org/10.54300/122.311 Ifarajimi, M., Bolaji, S., Mason, J., & Jalloh, S. (2025). Teachers’ beliefs about mentoring practices in Nigeria’s public teacher attrition. Education Sciences, 15(5), Article 526. school system: A proposed https://doi.org/10.3390/educsci15050526 framework to curb 8) Jin, B. Y. P., Md Zalli, M. M., Mohd Jamil, M. R., Hanis, N. M., & Ambon, J. (2025). The transformative power of mentorship on novice teacher success: A recent systematic literature review (2022–2024). International Journal of Evaluation and Research in Education, 14(4), 2605–2616. https://doi.org/10.11591/ijere.v14i4.33492 9) Mwesigwa, F., & Nakato, N. (2025). Mentorship in teacher education programs: A review of practices, outcomes, and challenges. Acta Pedagogia Asiana, 5(1), 15–29. https://doi.org/10.53623/apga.v5i1.679 IJIRME, Volume 50 Issue 06 June 202 6 www. ijirme com.

  generalstated in limitationsevidence 5/5
  Keywords: mentoring teacher https education public schools practices mentorship power development review private further outcomes understanding
• Mentoring Behaviour and Professional Development among Secondary School Teachers in Jos-North Local Government Area, Plateau State, Nigeria (2026) · International Journal of Innovative Research in Multidisciplinary Education · doi

  Based on the findings of this study, the following recommendations are made: 1. Institutionalise formal mentoring programmes in secondary schools, with clear policies, roles, and accountability structures. 2. Organise regular in-service training and workshops to equip both mentors and mentees with relevant skills and current pedagogical practices. 3. Encourage experienced teachers to mentor new staff as part of their professional responsibility and recognise this contribution formally. 4. Eliminate negative workplace practices such as nepotism that undermine fairness, morale, and trust within the school system. 5. Provide incentives for teachers engaged in mentoring activities*, whether financial, promotional, or through recognition awards. 6. Promote a research and publishing culture among teachers* to foster continuous learning, reflection, and contribution to knowledge. LIMITATIONS OF THE STUDY This study was limited to public secondary schools and utilised a relatively small sample size. As such, the findings may not be fully generalisable to all educational contexts. Future studies should expand the scope to include private institutions and larger, more diverse populations to strengthen the evidence base. Experimental studies on mentoring effectiveness to establish causal relationships between specific mentoring practices and SUGGESTIONS FOR FURTHER RESEARCH Building on the present findings, the following areas are recommended for further investigation: 1. teacher outcomes. 2. 3. to deepen our understanding of what drives effective mentorship. Comparative studies between public and private schools to identify contextual factors that enhance or hinder mentoring. Psychological factors influencing mentoring behaviour, such as motivation, self-efficacy, and organisational commitment, REFERENCES 1) Aderibigbe, S. A., Holland, E., Marusic, I., & Shanks, R. K. (2022). A comparative study of barriers to mentoring student and new teachers. Mentoring & Tutoring: Partnership in Learning, 30(3), 355–376. https://doi.org/10.1080/13611267.2022.2070995 2) Almazroa, H., & Alotaibi, W. (2023). Teaching 21st century skills: Understanding the depth and width of the challenges to shape proactive teacher education programmes. Sustainability, 15(9), Article 7365. https://doi.org/10.3390/su15097365 3) Barker, H. (2023, February 17). Recognising the power of mentoring for teacher development. Chartered College of Teaching. Recognising the power of mentoring for teacher development 4) Bowman, M. (2014). Teacher mentoring as a means to improve schools. BU Journal of Graduate Studies in Education, 6(1), 47–51. 5) Burnaford, G., Brown, S., Doherty, J., & McLaughlin, H. J. (2007). Arts integration frameworks, research & practice: A literature review. Arts Education Partnership. 6) Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy 7) Institute. https://doi.org/10.54300/122.311 Ifarajimi, M., Bolaji, S., Mason, J., & Jalloh, S. (2025). Teachers’ beliefs about mentoring practices in Nigeria’s public teacher attrition. Education Sciences, 15(5), Article 526. school system: A proposed https://doi.org/10.3390/educsci15050526 framework to curb 8) Jin, B. Y. P., Md Zalli, M. M., Mohd Jamil, M. R., Hanis, N. M., & Ambon, J. (2025). The transformative power of mentorship on novice teacher success: A recent systematic literature review (2022–2024). International Journal of Evaluation and Research in Education, 14(4), 2605–2616. https://doi.org/10.11591/ijere.v14i4.33492 9) Mwesigwa, F., & Nakato, N. (2025). Mentorship in teacher education programs: A review of practices, outcomes, and challenges. Acta Pedagogia Asiana, 5(1), 15–29. https://doi.org/10.53623/apga.v5i1.679 IJIRME, Volume 50 Issue 06 June 202 6 www. ijirme com.

  generalstated in recommendationsevidence 5/5
  Keywords: mentoring teacher https education practices teachers schools learning public mentorship power development review following programmes
• Faculty Mentoring Programs: Reenvisioning Rather Than Reinventing the Wheel (2008) · Review of Educational Research · cited 169× · doi

  In this review, the authors trace the evolution of mentoring programs in the United States in business and academe, provide insight on the challenges associated with the study of mentoring, and identify the limited research-based studies of faculty mentoring programs that currently inform our understanding of this professional development practice in American higher education.

  generalstated in abstractevidence 5/5
  Keywords: mentoring programs review authors trace evolution united states business academe provide insight challenges associated identify
• PE and Dance students’ perceptions of mentoring under the Partnership scheme (1995) · Mentoring & Tutoring Partnership in Learning · cited 3× · doi

  Considering the importance of mentorship in the teacher education process and the lack of evidence on mentoring from the student's perspective, the present study sought to expand on current knowledge and increase understanding of the student's perspective through exploration of postgraduate PE and Dance students’ perceptions of the mentor role and the mentorship relationship at the University of Brighton.

  generalstated in abstractevidence 5/5
  Keywords: mentorship student perspective considering importance teacher education process lack evidence mentoring present sought expand current
• Exploring the Benefits and Drawbacks of Peer Mentoring among Teachers in Ghana: Perspectives and Recommendations for Effective Implementation (2026) · East African Journal of Arts and Social Sciences · doi

  Policies should be put in place to promote peer mentorship in schools, with an emphasis on counteracting any negative effects and putting in place any additional measures needed to make it truly beneficial. The results of this research can also be useful to practitioners in that they can inform the development of peer mentoring programs that consider that were previously discovered.

  generalstated in recommendationsevidence 5/5
  Keywords: mentoring journal education teacher place peer schools development factors funding authors conflict interest policies promote
• Mentorship and time management behaviors: a synergistic approach to supporting academic performance (2026) · Metacognition and Learning · doi

  Future research should consider alternative measure- ment approaches to more clearly disentangle these constructs. Future studies should examine these relationships in more diverse populations, including different demographic groups, students from other disciplines, and those with a broader range of academic performance. Moreover, the Process Model of Mentoring Interactions does not account for other important factors, such as motivation, that are emphasized in contem- porary models of self-regulated learning.

  generalstated in limitationsevidence 5/5
  Keywords: future consider alternative measure ment approaches clearly disentangle constructs examine relationships diverse populations including different

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