Mentors’ experiences of a school-based mentoring programme in Hong Kong

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Abstract

School-based mentoring programmes in which teachers act as mentors have the potential to offer a non-stigmatizing and developmentally appropriate source of support for secondary school students. However, the experience of teacher-mentors is under-researched, particularly in Hong Kong. Fifteen mentors participating in a school-based mentoring programme in one Hong Kong secondary school serving a Chinese population were interviewed and the data were analysed thematically. Findings indicated that teacher-mentors provided social and emotional support to their mentees, and that they were motivated to do so by a desire for greater relatedness to the students with whom they worked. The relationship formed between mentors and mentees was more spontaneous, less hierarchical, more wide-ranging, and more personal in nature than that between teachers and students, and constituted a source of satisfaction for mentors. The study has several implications for schools which may be considering implementing a mentoring programme. Copyright © 2022 National Institute of Education, Singapore.

Original languageEnglish
JournalAsia Pacific Journal of Education
Early online dateMay 2022
DOIs
Publication statusE-pub ahead of print - May 2022

Citation

Harrison, M. G., & Lim, L. (2022). Mentors’ experiences of a school-based mentoring programme in Hong Kong. Asia Pacific Journal of Education. Advance online publication. doi: 10.1080/02188791.2022.2074371

Keywords

  • Mentoring
  • Mentors
  • Secondary school
  • Hong Kong

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