Organization of Teacher Induction and Mentoring in Malta: School Administrators’ Perspectives

Christopher Bezzina; Benjamin Kutsyuruba

doi:10.47852/bonviewIJCE52024651

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Christopher Bezzina ¹, Benjamin Kutsyuruba ² ^*

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¹ Faculty of Education, University of Malta, Malta² Faculty of Education, Queen’s University, Canada^* Corresponding Author

Abstract

This article addresses the area of mentoring of newly qualified teachers (NQTs) from a school administrator’s perspective. The research underpinning this study demonstrates the pivotal role that school administrators can play in supporting the induction and possible retention of NQTs from quitting the profession if they engage more directly in the induction and mentoring process. This introductory study on the role that Maltese school administrators play in the induction phase helps to highlight the tensions that exist between policy and practice, between the belief that Maltese school administrators hold in being there to support NQTs and what actually happens in reality. The findings demonstrate how school administrators can enhance the program of support that NQTs are currently receiving, namely, by providing more structured time dedicated to being with the NQTs and teachers, helping in establishing and retaining stronger professional relationships with teachers throughout their careers, and working to strengthen the interconnectedness between initial teacher education, induction, and ongoing professional learning.

Keywords

teacher induction
mentoring
school leaders
principals
teacher learning
Malta

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

International Journal of Changes in Education, Volume 3, Issue 3, 2026, 317-327

https://doi.org/10.47852/bonviewIJCE52024651

Publication date: 10 Aug 2026

Online publication date: 18 Jun 2025

Article Views: 2

Article Downloads: 1

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How to cite this article

APA

Bezzina, C., & Kutsyuruba, B. (2026). Organization of Teacher Induction and Mentoring in Malta: School Administrators’ Perspectives. International Journal of Changes in Education, 3(3), 317-327. https://doi.org/10.47852/bonviewIJCE52024651

Vancouver

Bezzina C, Kutsyuruba B. Organization of Teacher Induction and Mentoring in Malta: School Administrators’ Perspectives. International Journal of Changes in Education. 2026;3(3):317-27. https://doi.org/10.47852/bonviewIJCE52024651

AMA

Bezzina C, Kutsyuruba B. Organization of Teacher Induction and Mentoring in Malta: School Administrators’ Perspectives. International Journal of Changes in Education. 2026;3(3), 317-327. https://doi.org/10.47852/bonviewIJCE52024651

Chicago

Bezzina, Christopher, and Benjamin Kutsyuruba. "Organization of Teacher Induction and Mentoring in Malta: School Administrators’ Perspectives". International Journal of Changes in Education 2026 3 no. 3 (2026): 317-327. https://doi.org/10.47852/bonviewIJCE52024651

Harvard

Bezzina, C., and Kutsyuruba, B. (2026). Organization of Teacher Induction and Mentoring in Malta: School Administrators’ Perspectives. International Journal of Changes in Education, 3(3), pp. 317-327. https://doi.org/10.47852/bonviewIJCE52024651

MLA

Bezzina, Christopher et al. "Organization of Teacher Induction and Mentoring in Malta: School Administrators’ Perspectives". International Journal of Changes in Education, vol. 3, no. 3, 2026, pp. 317-327. https://doi.org/10.47852/bonviewIJCE52024651