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The transformative power of mentorship on novice teacher success: a recent systematic literature review (2022-2024)

International Journal of Evaluation and Research in Education (IJERE) · Vol. 14 No. 4 (2025) · hlm. 2605–2616

DOI
10.11591/ijere.v14i4.33492
ISSN
2620-5440, 2252-8822
Terbit
2025-08-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This study examines the transformative impact of mentorship in building resilience and enhancing success among novice teachers. By identifying effective mentorship strategies and frameworks, the research addresses critical early-career challenges, supports teacher retention, and contributes to the global aim of quality education. Using a systematic literature review (SLR) guided by preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, the study analyzed 45 articles from Scopus and ERIC databases, covering publications from 2022 to 2024. Through qualitative thematic analysis, three main themes emerged: emotional and psychological support in mentoring, mentoring models and professional development frameworks, and cultural and contextual influences on mentoring. Findings suggest that mentorship is pivotal in helping novice teachers navigate stress, improve instructional skills, and adapt to diverse school environments. Limitations include the restricted scope to select databases, potentially omitting other relevant studies. Future research could broaden the literature base and assess mentoring’s long-term impacts across varied educational contexts. This study contributes to the field by highlighting mentorship’s essential role in fostering resilience among novice teachers, aligning with sustainable development goal 4 (SDG 4) to promote teacher retention and educational quality.

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40 penulis · 136 tautan kepenulisan bersama · 27 lintas organisasi · menampilkan 40 yang paling banyak terhubung

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  • Sultan Idris Education University
  • National University of Malaysia
  • Universiti Utara Malaysia
  • Universitas Islam Negeri Sumatera Utara
  • Sultan Ageng Tirtayasa University
  • Universitas Islam Negeri Sultanah Nahrasiyah Lhokseumawe
  • Universitas Al Washliyah
  • Organisasi lain
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  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Hasrul HosshanSultan Idris Education University7
Mazarul Hasan Mohamad HanapiSultan Idris Education University4
Mohd Afifi Bahurudin SetambahSultan Idris Education University3
Mohd Syaubari OthmanSultan Idris Education University3
Bity Salwana AliasNational University of Malaysia2
Azlin Norhaini MansorNational University of Malaysia2
Nurul Khairani IsmailSultan Idris Education University2
Abdul Halim MasnanSultan Idris Education University2
Norsayyidatina Che RozubiSultan Idris Education University2
Nurbieta Abd AzizSultan Idris Education University2
Yuvabarte ArunSultan Idris Education University2
Tajul Rosli ShuibSultan Idris Education University2
Abdul Talib Mohamed HashimSultan Idris Education University2
Muhammad Afif Bin Mohd ArisSultan Idris Education University2
Siti Faizah ZainalSultan Idris Education University2
Noor Asmina Mohd RashidSultan Idris Education University2
Wei Boon QuahAfiliasi tidak diketahui2
Azlina Abu BakarSultan Idris Education University2
Zulfikar Ali Buto SiregarUniversitas Islam Negeri Sultanah Nahrasiyah Lhokseumawe1
Junaidi ArsyadUniversitas Islam Negeri Sumatera Utara1
Azizah Hanum OKUniversitas Islam Negeri Sumatera Utara1
Maisaroh RitongaUniversitas Al Washliyah1
Aan KomariahIndonesia University of Education1
Yulu JinSultan Idris Education University1
Md. Nasir MasranSultan Idris Education University1
Mohd Isha AwangUniversiti Utara Malaysia1
Mohamad Khairi OthmanUniversiti Utara Malaysia1
Muhd Zulhilmi HaronUniversiti Utara Malaysia1
Siti Roshaidai Mohd ArifinInternational Islamic University Malaysia1
Mohamed Nor Azhari AzmanSultan Idris Education University1
Faridah Hanim YahyaSultan Idris Education University1
Mohd Nazir Md ZabitSultan Idris Education University1
Fouziyah MatroudSultan Idris Education University1
Siswo WardoyoSultan Ageng Tirtayasa University1
Mohammad FatkhurrokhmanSultan Ageng Tirtayasa University1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The transformative power of mentorship on novice teacher success: a recent systematic literature review (2022-2024)</dc:title>
	<dc:creator>Ping Jin, Beranda Yii</dc:creator>
	<dc:creator>Md Zalli, Mohd Muslim</dc:creator>
	<dc:creator>Mohd Jamil, Mohd Ridhuan</dc:creator>
	<dc:creator>Hanis, Nik Muhammad</dc:creator>
	<dc:creator>Ambon, Josephine</dc:creator>
	<dc:subject xml:lang="en-US">Mentorship; Novice teacher; Resilience; Systematic literature review; Teacher retention</dc:subject>
	<dc:description xml:lang="en-US">This study examines the transformative impact of mentorship in building resilience and enhancing success among novice teachers. By identifying effective mentorship strategies and frameworks, the research addresses critical early-career challenges, supports teacher retention, and contributes to the global aim of quality education. Using a systematic literature review (SLR) guided by preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, the study analyzed 45 articles from Scopus and ERIC databases, covering publications from 2022 to 2024. Through qualitative thematic analysis, three main themes emerged: emotional and psychological support in mentoring, mentoring models and professional development frameworks, and cultural and contextual influences on mentoring. Findings suggest that mentorship is pivotal in helping novice teachers navigate stress, improve instructional skills, and adapt to diverse school environments. Limitations include the restricted scope to select databases, potentially omitting other relevant studies. Future research could broaden the literature base and assess mentoring’s long-term impacts across varied educational contexts. This study contributes to the field by highlighting mentorship’s essential role in fostering resilience among novice teachers, aligning with sustainable development goal 4 (SDG 4) to promote teacher retention and educational quality.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2025-08-01</dc:date>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/33492</dc:identifier>
	<dc:identifier>10.11591/ijere.v14i4.33492</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 14, No 4: August 2025; 2605-2616</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v14i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/33492/14579</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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