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understanding of the factors that create a mentor-mentee relationship that is perceived
as positive. This deeper understanding of teachers’ perceptions of positive mentor-
mentee pairings may result in improved mentor-mentee pairings, a higher level of
teacher satisfaction, and a lower level of teacher attrition.
In pairing mentors and novice teachers, attention should be paid to all four
aspects of a positive pairing:
• Availability: Are the mentor and novice special education teacher at the same
site, or do they have a clear plan for meeting and communicating frequently?
• Understanding: Do the mentor and novice teacher hold the same or very
similar positions? Are they both special educators and in similar settings?
• Relationships: Is the mentor open to building a relationship with the mentee?
It is not enough simply to assume the role of answering questions about
how to use the printer or when the next induction assignment is due; those
involved must really get to know each other on a personal and professional
level and deepen that connection. The relationship should be non-evaluative
and based on mutual trust.
• Mindset: Does the mentor have a positive outlook toward the mentee,
students, and the profession? Does the mentee have a growth mindset?

Recommendations for Future Research
In examining this research, several key details may be important for future
research. The participants in this study were primarily female and working at
the elementary level. It could be important to research the topic of the pairing of
mentors and mentees with a more diverse group
that includes a more balanced group of men
and women and a more balanced group from Most of the mentees agreed
elementary and secondary schools. Because
of the nature of the qualitative case study and that a positive pairing can have
the small school district, only 12 participants
were included in this study. Researchers agree a perceived impact on a novice
that there is a lack of research into what leads teacher’s job satisfaction.
to a positive and effective mentor-mentee
pairing (Biggers et al., 2019; Kwok et al., 2021;
Lozinak, 2016; Mitchell et al., 2020), and this
study partially fills that gap. However, a larger
study across more than one district or in a different setting, such as an urban area,
may lead to a better understanding of the factors that lead to a positive pairing and
may lead to a perception of increased job satisfaction for novice special educators.
By design, the study included separate online surveys and interviews with each
participant. A future study could include either interviews with mentor-mentee pairs
or focus groups consisting of the three subsets of participants: mentees, mentors,
and program administrators. The interactions between and among the participants
could lead to different or more extensive findings related to the importance of the
mentor-mentee pairing and its impact on perceived job satisfaction for novice special
educators.

Conclusion
Mentoring matters. A quality mentor-mentee pairing based on availability,
understanding, relationships, and a growth mindset may positively impact a novice

Educators’ Choice 17