Abstract

• This paper intended to study the extent of mentors’ practices on mentoring strategies (MSs), to investigate the variations of mentors’ practices on MSs according to their regions and to reveal the variations of mentors’ practices on MSs according to their gender. The practices of mentors were examined by using seven components (modelling, cognitive coaching, design conversation, feedback, wellbeing conversation, classroom observation and reflective dialogue) of performance management framework for factors of MSs for beginning teachers (BTs). The content validity index was 0.976 and reliability coefficient (Cronbach α) was 0.96 for level of practices about a set of MSs Questionnaire. All 273 mentors were selected by using the census method for mail survey. For interview, 18 mentors were selected by using purposive sampling method. Mixed research method was used. Data were analyzed by using One-Way Analysis of Variance (ANOVA) and Independent Samples t Test. Mentors practised to a great extent in overall practices of seven components of MSs. There was a significant difference between central region (CR) and upper region (UR), but there were no significant differences between male and female mentors in overall practices.