NOVICE EFL TEACHERS’ EXPERIENCES IN A MENTORING PROGRAM: A CASE STUDY IN THE MEKONG DELTA
DOI:
https://doi.org/10.18173/2354-1075.2026-0024Keywords:
novice teachers, mentoring program, professional development, teachers’ retention, Mekong Delta.Abstract
This study investigates the experiences of English as a foreign language (EFL)novice teachers (NTs) participating in a mentoring program in the Mekong Delta region of Vietnam. A mixed-methods approach was employed, with quantitative data collected through a structured questionnaire administered to 30 novice teachers, and qualitative insights gathered from semi-structured interviews with eight participants. The findings revealed high levels of satisfaction among the novice teachers regarding skill development, observational learning, and supportive feedback mechanisms. However, challenges such as communication barriers and time constraints were also identified. The study highlights the need for educational institutions to implement flexible program timeframes that are responsive to the diverse learning and developmental paces of novice teachers.
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