Trainee–Mentor Relations in Preschool Education: A Mixed-Methods Study of Principal and Mentor Support

Abstract

The purpose of this study was to examine how the interaction between trainees and mentors during the mentoring process is shaped by the support of principals and mentors. Additionally, by using a mixed-methods methodology, the study aimed to provide a deeper understanding of how trainees perceived the mentoring experience. A sample of 104 trainees with up to seven years of work experience in Croatia participated in the quantitative part of the study. The Mentor–Trainee Relationship Scale (Vizek Vidović, 2011) and a custom designed subscale measuring principal and mentor support were used to collect data. The findings showed that while mentor support did not provide a statistically meaningful effect, principal support was a strong predictor of the strength of the mentor-trainee relationship. Ten inexperienced trainees participated in the qualitative research method, and their answers were gathered through focus group interviews and subjected to thematic analysis. The analysis revealed significant factors influencing trainees' opinions of their internship and recommended ways to make the mentoring process better. By encouraging collegiality, cohesiveness, and a collaborative culture within preschools, engaged principals play a critical role in developing trainees' professional maturity, according to the findings. Positive working relationships and the accomplishment of common educational objectives are facilitated by such encouraging leadership. The findings provide guidance for enhancing mentoring practices, while future research should expand the trainee sample and incorporate principals’ and professional associates’ perspectives to deepen understanding of the mentoring process.