Developing a mentor-mentee relationship

Julia Lawrence, Jane Woolliscroft

Research output: Chapter in Book/Report/Conference proceedingChapter


This chapter focuses on establishing, developing, maintaining and sustaining mentor–mentee relationships. It also looks at how to deal with situations when the mentor–mentee relationship may not be working well. Hudson identified four key factors in establishing an effective mentor–mentee relationship. These include personal and professional qualities; skills and practices; environmental factors; and the selection process involved. Regardless of the allocation or selection process involved, in researching the development of mentor–mentee relationships, Hudson established that meeting with a mentee is an important part of establishing a meaningful relationship, as it encourages a dialogue, allowing basic social interactions to begin. Ground rules provide a framework for mentor and a beginning teacher to work from. Getting to know a beginning teacher allows mentor to begin to understand who they are and where they are coming from, and therefore, consider what strategies/approaches mentor might need to use to support them.
Original languageEnglish
Title of host publicationMentoring Physical Education Teachers in the Secondary School
Subtitle of host publicationA Practical Guide
EditorsSusan Capel, Julia Lawrence
Place of PublicationLondon
PublisherTaylor & Francis
Number of pages10
ISBN (Electronic)9781315163444
ISBN (Print)9781138059641, 9781138059658
Publication statusPublished - 2019
Externally publishedYes

Publication series

NameMentoring Trainee and Newly Qualified Teachers


Dive into the research topics of 'Developing a mentor-mentee relationship'. Together they form a unique fingerprint.

Cite this