Mentoring plays a vital role in teachers’ professional growth (LoCasale-Crouch et al., 2012; Shvets et al., 2024; Wang et al., 2025; Chea, 2024), particularly in enhancing teaching effectiveness and supporting the development of newly designated educators. As noted by Klinge (2015), mentoring is a mutually beneficial and collaborative learning relationship between an experienced educator and a novice teacher. This dynamic not only facilitates knowledge transfer but also nurtures professional confidence and adaptability. Beyond the transmission of knowledge, mentoring encompasses sustained support, guidance, and constructive feedback, elements that are essential for the mentee’s personal and professional development (Hudson, 2013). Research further emphasizes that effective mentoring significantly influences mentors’ professional development, instructional practices, and overall job satisfaction (Ingersoll & Strong, 2011).

Mentoring initiatives provide numerous benefits for both mentors and mentees, including improved learning retention, opportunities for professional advancement, increased self-confidence, and a broader understanding of diverse educational perspectives. According to Zepeda (2017), effective mentoring promotes holistic teacher development and strengthens professional growth. Within the educational system, Master Teachers frequently serve as mentors and play a critical role in supporting novice educators through guidance, coaching, and evaluation. Their involvement stresses the importance of structured mentoring systems that incorporate continuous feedback, sustained support mechanisms, and accountability measures (Hobson et al., 2009).

Despite the recognized importance of mentoring, challenges persist in ensuring the consistent quality and effectiveness of mentoring programs. Professional mentoring for novice educators remains inconsistent and, at times, insufficient (Mwesigwa & Nakato, 2025; Ben-Amram & Davidovitch, 2024); Killion, 2026). Although mentoring initiatives have been implemented, variations in their quality and effectiveness continue to exist. These challenges are largely attributed to the limited training, resources, and systematic preparation provided to Master Teachers in carrying out their mentoring responsibilities. Such limitations may affect the extent to which mentors can effectively support the professional growth and development of beginning teachers.