Through Her Lens: An Exploration of the Experiences of Women Mentor Teachers in Government Schools

Abstract

In an attempt to understand the experiences of mentorship from the perspective of women mentors working in the government schools in Delhi, the present study aimed at exploring the images that they have regarding their role and social realities of mentoring. Perceptions of effectiveness in their role and the challenges of mentoring were specifically explored. In order to understand this, a detailed qualitative exploration was conducted using photovoice method and in-depth interviews with women mentor teachers working in schools of Delhi government. Data was gathered from 12 participants between the age range of 34-53years and whose experience of mentoring ranged from 8 months to 5 years. Thematic analysis by Clarke and Braun (2015) was employed in order to analyze the data and explore thematic areas. Among the salient images shared most commonly highlighted the mentor role functions as providing support, creating perfect alignment and twining, balancing the micro and the macro environments, and the creating of enabling environment through presence, mirroring and creation of a wholesome entity with diverse elements. Results also discuss the challenges with respect to effective enactment of their roles with specific reference to the mentor-mentee relationship and the challenges for the self of women mentors. Implications for the development of women mentors and the strengthening of mentoring process in schools are discussed.