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Guided through the storm: novice teachers’ experiences of mentoring

International Journal of Evaluation and Research in Education (IJERE) · Vol. 15 No. 5 (2026) · hlm. 3832–3844

DOI
10.11591/ijere.v15i5.39817
ISSN
2620-5440, 2252-8822
Terbit
2026-10-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Mentoring is an important part of early career teaching, as novice teachers often face workload pressure, emotional demands, and difficulties in adjusting to school life. However, limited research has examined how mentoring is actually experienced by novice teachers in daily school contexts, particularly within Program Pembangunan Guru Baharu (PPGB) 2.0 in Malaysia. This qualitative study aimed to explore how novice teachers experience PPGB 2.0 in schools in Miri District, Sarawak. Semi-structured interviews were conducted with 12 novice teachers, and the data were analyzed using thematic analysis. The findings identified two main themes: external support and intrinsic support. External support consisted of affective mentor support and school community support. While intrinsic support consisted of: i) self-restorative practices; ii) regulated emotional release; iii) spirituality; and iv) perseverance. The findings show that novice teachers experienced PPGB 2.0 not only as a formal induction structure, but also as relational and personal support that contributed to professional adjustment during the early stage of teaching. The study is context-specific and offers a more grounded understanding of how mentoring is experienced in everyday school life, with useful implications for strengthening induction practices, particularly in mentor preparation and supportive school environments.

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32 penulis · 118 tautan kepenulisan bersama · 13 lintas organisasi

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  • Sultan Idris Education University
  • Universiti Utara Malaysia
  • Universiti Putra Malaysia
  • National University of Malaysia
  • International Islamic University Malaysia
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Mohd Ridhuan Mohd JamilSultan Idris Education University6
Nurul Khairani IsmailSultan Idris Education University4
Abdul Halim MasnanSultan Idris Education University4
Norsayyidatina Che RozubiSultan Idris Education University4
Nurbieta Abd AzizSultan Idris Education University4
Mohd Afifi Bahurudin SetambahSultan Idris Education University3
Mazarul Hasan Mohamad HanapiSultan Idris Education University3
Mohd Syaubari OthmanSultan Idris Education University3
Yuvabarte ArunSultan Idris Education University2
Tajul Rosli ShuibSultan Idris Education University2
Abdul Talib Mohamed HashimSultan Idris Education University2
Josephine AmbonNational University of Malaysia2
Nik Muhammad HanisSultan Idris Education University2
Siti Roshaidai Mohd ArifinInternational Islamic University Malaysia2
Fazilah Binti RazaliUniversiti Putra Malaysia1
Tajularipin SulaimanUniversiti Putra Malaysia1
Mohd Isha AwangUniversiti Utara Malaysia1
Mohamad Khairi OthmanUniversiti Utara Malaysia1
Muhd Zulhilmi HaronUniversiti Utara Malaysia1
Muhammad Afif Bin Mohd ArisSultan Idris Education University1
Siti Faizah ZainalSultan Idris Education University1
Noor Asmina Mohd RashidSultan Idris Education University1
Krishnavehni GopalAfiliasi tidak diketahui1
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

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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">Guided through the storm: novice teachers’ experiences of mentoring</dc:title>
	<dc:creator>Jin, Beranda Yii Ping</dc:creator>
	<dc:creator>Zalli, Mohd Muslim Md</dc:creator>
	<dc:creator>Hosshan, Hasrul</dc:creator>
	<dc:creator>Bakar, Azlina Abu</dc:creator>
	<dc:creator>Quah, Wei Boon</dc:creator>
	<dc:subject xml:lang="en-US">External support; Intrinsic support; Mentoring; Novice teachers; Thematic approach</dc:subject>
	<dc:description xml:lang="en-US">Mentoring is an important part of early career teaching, as novice teachers often face workload pressure, emotional demands, and difficulties in adjusting to school life. However, limited research has examined how mentoring is actually experienced by novice teachers in daily school contexts, particularly within Program Pembangunan Guru Baharu (PPGB) 2.0 in Malaysia. This qualitative study aimed to explore how novice teachers experience PPGB 2.0 in schools in Miri District, Sarawak. Semi-structured interviews were conducted with 12 novice teachers, and the data were analyzed using thematic analysis. The findings identified two main themes: external support and intrinsic support. External support consisted of affective mentor support and school community support. While intrinsic support consisted of: i) self-restorative practices; ii) regulated emotional release; iii) spirituality; and iv) perseverance. The findings show that novice teachers experienced PPGB 2.0 not only as a formal induction structure, but also as relational and personal support that contributed to professional adjustment during the early stage of teaching. The study is context-specific and offers a more grounded understanding of how mentoring is experienced in everyday school life, with useful implications for strengthening induction practices, particularly in mentor preparation and supportive school environments.</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>2026-10-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/39817</dc:identifier>
	<dc:identifier>10.11591/ijere.v15i5.39817</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 15, No 5: October 2026; 3832-3844</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v15i5</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/39817/15223</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Beranda Yii Ping Jin, Mohd Muslim Md Zalli, Hasrul Hosshan, Azlina Abu Bakar, Wei Boon Quah</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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