Assessing the quality of mentoring: sinking or learning to swim?

Abstract

This paper describes a framework for assessing mentoring quality, which is then used to evaluate a mentoring programme conducted in a large military EFL school in the Middle East. The analysis presented here provides ‘mini confirmations’ of some of the findings in the literature such as the great variability of mentor quality within one school, the need for ‘quality time’ for mentor-mentee pairs, and the lack of real challenge provided by mentors to mentees. It raises several issues such as the quality and type of mentor training, the complexity of mentor role, its similarity to the role of middle management and the need for support for mentors from within the school.

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