Chapter 13: Nurturing Well-Being in Teacher Education: A Focus on Needs-Oriented Mentoring

The work of mentors in schools is supposed to be a vital component of supporting the professional growth and development of educators, particularly student and beginning teachers. However, mentorship often leans toward task-oriented activities, encompassing aspects such as lesson planning, classroom management, assessment, and the fulfillment of administrative or curriculum-related requirements. This focus on tasks may stem from practical necessities and the mentors’ perceptions that these align with their core expertise. Yet, a predominant focus on tasks may unintentionally divert attention from the psychological, social, and emotional needs of teachers. Failing to acknowledge and address these psycho-socio-emotional needs can lead to a cycle of stress and dissatisfaction that affects both future teachers and their mentors. Therefore, this chapter advocates a needs-oriented approach to mentoring alongside task-oriented procedures. Drawing upon theoretical foundations and empirical insights, the importance of a needs-oriented mentoring approach is explained. Furthermore, the author explores the specific responsibilities and roles that this approach entails and elucidates its connection to the wellbeing of the individuals involved. The chapter is concluded by offering a practical roadmap for the integration of this approach into educational mentorship programs.