Mentoring Programs and the Experiences of Teachers in UAE Primary and Secondary Schools

Abstract

This mixed-methods study explores the structure, implementation, and impact of mentoring programs in primary and secondary schools in Abu Dhabi, United Arab Emirates. The research examines the experiences of mentors, mentees, and school leaders to understand how mentoring affects instructional effectiveness, professional growth, and teacher satisfaction. Drawing on theoretical frameworks including Social Learning Theory, Adult Learning Theory, and Cognitive Apprenticeship, the study investigates the types of mentoring programs used, the role of leadership in supporting mentoring, and perceived benefits and challenges of these initiatives. Quantitative data were gathered through a structured survey of 70 participants (40 mentors and 30 mentees), while qualitative insights were collected through semi-structured interviews with 14 stakeholders, including teachers and administrators. Findings indicate that mentoring programs are viewed positively overall, contributing to improved teaching practices, professional confidence, and collegial support. However, challenges such as time constraints, inconsistent mentor preparation, and mismatched expectations between mentors and mentees limit program effectiveness. The study offers practical recommendations for improving mentoring programs, including enhanced mentor training, institutional support, and structured feedback mechanisms. It concludes by emphasizing the need for culturally responsive, well-resourced, and flexible mentoring frameworks that align with the UAE's educational goals and diverse teaching environments.

Keywords: mentoring programs; teacher development; professional growth; uae education; mentor-mentee relationship; instructional effectiveness; teacher retention; school leadership; mixed-methods research; educational reform