Report finds collaborative mentoring boosts educator confidence, retention and impact

Teachers who mentor each other not only improve their own professional satisfaction but also become more effective educators, according to a new report from the University of Melbourne’s Faculty of Education.

The report highlights the transformative impact of collaborative mentoring, a practice where educators alternate roles as mentor and mentee, to build skills, share insights, and enhance teaching quality across the early childhood, school, and tertiary education sectors.

With the education profession under strain from rising attrition rates, workload pressures, and declining enrolment in teacher training programs, the findings offer a timely and evidence-informed model for strengthening educator wellbeing and efficacy.

“Traditional professional development often overlooks the knowledge and expertise teachers already hold,” said Associate Professor Jeana Kriewaldt, lead author of the report. “Educators thrive when they feel seen, heard and trusted. By creating the conditions for genuine collaboration, built on safety, trust and reciprocity, we can support educators to stay and flourish in the profession.”

A Practice Rooted in Trust and Reciprocity

Unlike hierarchical or one-way mentoring structures, collaborative mentoring relies on reciprocal relationships. Educators regularly reflect together, share feedback, and problem-solve in a structured but supportive environment. This strengthens professional identity and builds a culture of mutual respect and collegiality.

The model offers significant promise for early childhood education and care (ECEC) settings, where educator retention and team development are critical to quality improvement and regulatory compliance.

The report underscores that for collaborative mentoring to succeed, it must be supported with clear protocols, professional learning, and tools such as observation guides and conversation frameworks that foster productive, strengths-based dialogue.

Implications for Policy and Practice

Calling for stronger support from education leaders and policymakers, the report outlines a practical roadmap for embedding collaborative mentoring into everyday professional life.

The authors identify five key messages:

• Collaborative mentoring fuels great teaching and fosters professional growth.
• Safe, trusting environments are essential for success.
• The process is reciprocal, tailored, strengths-based, and ongoing.
• Educators’ expertise should be recognised and placed at the centre of their practice.
• Embedding collaborative mentoring supports teacher retention and flourishing.

By prioritising collaboration, the report suggests, education systems cannot only address workforce sustainability but also deliver better outcomes for learners.

Access the University of Melbourne findings here.