Journal of Education and Learning (EduLear.
Vol.
No.
May 2026, pp.
ISSN: 2089-9823.
DOI: 10.
11591/edulearn.
Enhancing teachersAo instructional skills through mentorship Titiworada Polyiem1.
Prasart Nuangchalerm1.
Pongthorn Asawaniwed2 Department of Curriculum and Instruction.
Faculty of Education.
Mahasarakham University.
Maha Sarakham.
Thailand Department of Western Languages.
Faculty of Liberal Arts.
Rajamangala University of Technology Thanyaburi.
Thanyaburi.
Thailand
Article Info
ABSTRACT
Article history:
Mentorship programs have emerged as a vital support system for new teachersAo professional development.
This study developed and evaluated a structured mentoring process to enhance instructional skills among novice Using mixed-methods research, the researchers examined 97 teachers from 15 disciplines who participated in a local teacher development project in Thailand.
The mentoring process incorporated four key components: professional learning teams, collaborative teaching design, mentored practice, and reflective exchange.
Quantitative results showed significant improvement in teachersAo instructional capabilities, with overall assessment scores increasing.
Qualitative findings revealed that mentorship enhanced abilities in student analysis, lesson planning, and teaching The study demonstrates that systematic mentorship effectively develops new teachersAo pedagogical competencies while fostering professional growth through collaborative learning.
Received Aug 29, 2024 Revised Jun 16, 2025 Accepted Jul 19, 2025 Keywords:
Induction program Instructional skills Mentoring New teachers Professional development Teacher education This is an open access article under the CC BY-SA license.
Corresponding Author:
Pongthorn Asawaniwed Department of Western Languages.
Faculty of Liberal Arts Rajamangala University of Technology Thanyaburi Phaholyothin Road 87.
Soi 2.
Prachathipat.
Thanyaburi.
Pathum Thani 12130.
Thailand Email: pongthorn_a@rmutt.
INTRODUCTION
Teachers serve as the cornerstone of educational achievement at both school and national levels, making teacher preparation institutes crucial to education development.
Within this context, the Thai government promotes Thailand education 4.
, .
, recognizing the nationAos need for an innovation-driven economic paradigm to ensure the fourth industrial revolution.
This initiative supports the 20-year national strategic plan, which emphasizes internal strength and worldwide engagement under the sufficiency economic theory and civil state mechanism .
Oe.
The Thailand 4.
0 strategy considers teachers vital to national development because they prepare young people to become citizens ready for the 4.
0 era .
New teachers face significant challenges in their early career development, particularly in translating theoretical knowledge into effective classroom practice.
Research examining curriculum design, teaching management, classroom reflection, and lesson plan analysis and improvement between experienced and inexperienced instructors .
Oe.
reveals critical insights.
The findings show that novice instructors perceive classrooms holistically without considering learner analysis while developing curriculum or lessons.
Additionally, these instructors frequently employ few teaching approaches and struggle with student assessment and evaluation, resulting in pupils not meeting learning goals.
These challenges manifest primarily in instructional abilities, classroom management, and student achievement .
, .
Instructional skills comprise several interrelated components: learner analysis and Journal homepage: http://edulearn.
ISSN: 2089-9823
characteristics, content selection and logical sequencing, defining learning objectives, determining teaching strategies and activities, selecting learning resources, designing assessment and evaluation, and establishing classroom management guidelines .
, .
The complexity of these tasks often overwhelms novice instructors as they struggle to prepare, execute, analyze, and improve lesson plans and teaching .
Teacher development research demonstrates that new instructors require induction training, with educational supervisors and administrators supporting growth throughout a 1-3 years probationary term .
, .
Research indicates that new teachers need support in two fundamental domains .
Oe.
First, they require professional development opportunities during their early teaching stages, including structured learning from experienced colleagues, understanding of work systems, and guidance for professional self-development.
Second, they need personal development through socialization in the school context, where building strong collegial relationships helps boost early career confidence and reduce professional isolation.
This dual support system-professional and personal-creates a foundation for sustainable teaching practice.
However, examination of existing teacher development systems reveals significant limitations.
Conventional induction procedures typically restrict support to basic orientation and initial knowledge transfer at career entry .
While mentors assist new teachers in establishing formal teaching performance evaluation and learning skills before employment begins .
, the process remains confined to assessment rather than Current teacher development approaches via mentorship .
, .
typically create an evaluator-evaluatee relationship that may inhibit genuine professional growth.
This traditional model, relying on a single mentor-evaluator, often lacks consistency and meaningful integration with daily teaching practice.
To address these limitations, this research aims to develop and evaluate a mentoring-based process for enhancing new teachersAo instructional skills.
The novelty of this research lies in its comprehensive, structured mentoring framework: professional learning teams, collaborative teaching design, mentored practice, and reflective exchange.
Unlike conventional induction programs, this approach creates a supportive ecosystem where experienced mentors guide new teachers through collaborative planning, implementation, and reflection.
The integration of quantitative and qualitative methods to evaluate this mentoring process provides a unique contribution to teacher professional development within the Thailand education 4.
0 initiative.
By examining the outcomes, the study seeks to improve teaching quality, student learning outcomes, and teachersAo professional self-development while moving beyond traditional evaluation-focused relationships.
METHOD
This study employed a systematic research and development model conducted through three sequential phases of an induction program.
Each phase built upon the findings of the previous phase to develop and evaluate a comprehensive mentoring approach for new teachers.
The initial phase examined the conditions and challenges new teachers face in developing their instructional skills.
The researchers conducted a thorough investigation through two approaches.
First, a comprehensive review of concepts and relevant documents established the theoretical foundation.
Second, empirical data collection involved semi-structured interviews with 5 teachers and 5 experts in educational management.
The interview protocol focused on three critical areas: instructional problems, challenges in learning activity design, and difficulties in lesson planning and instructional media development.
Content analysis of interview data revealed key themes that informed the development of induction process guidelines.
The second phase focused on developing the process for introducing new teachers to the profession using a mentoring approach to enhance instructional skills.
Five experts in teaching management, specifically experienced in mentoring approaches, curriculum and instruction, and measurement and evaluation, participated in this phase.
The development process began with synthesizing findings from phase 1 to create a conceptual framework.
Mentors were selected based on three key qualifications: subject-specific knowledge, classroom management abilities, and instructional design capabilities.
These mentors collaborated to develop the process and methods for supporting new teachers.
Research instruments included evaluation forms for lesson plans, lesson plan implementation, and lesson plan improvement.
Expert recommendations underwent content analysis, while quantitative data from evaluation forms were analyzed using mean and standard Results were interpreted using a five-point scale: 4.
, 3.
, 2.
, 1.
, and 1.
The validity of research instruments was established through content validity procedures.
The evaluation forms for lesson plans, lesson plan implementation, and lesson plan improvement were validated by a panel of five experts with specializations in teaching management, mentoring approaches, curriculum and instruction, and measurement and evaluation.
Each item was assessed using the index of item-objective congruence (IOC) technique, with all items achieving scores above 0.
80, indicating high content validity.
Reliability was determined through a pilot test with 30 teachers not included in the main study sample.
The CronbachAos alpha coefficients for the lesson plan evaluation form, lesson plan implementation evaluation form.
J Edu & Learn.
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No.
May 2026: 801-808
J Edu & Learn
ISSN: 2089-9823
and lesson plan improvement evaluation form were 0.
89, 0.
87, and 0.
91 respectively, demonstrating high internal consistency reliability.
The final phase involved implementing and evaluating the developed mentoring process.
The sample size of 97 teachers was determined using Krejcie and MorganAos .
, formula for calculating sample sizes from a known population.
From the population of 136 teachers appointed in 2022 under the local teacher development project across 15 disciplines in ThailandAos Lower Northeastern Network, this sample size provides a confidence level of 95% with a margin of error of 5%, ensuring adequate representation of the target The sampling method involved stratified random sampling across the 15 disciplines to maintain proportional representation of teachers from each subject area.
These participants worked in both basic and vocational education levels.
The implementation followed the process developed in phase 2, with ongoing evaluation of its effectiveness in enhancing instructional skills.
Several measures were implemented to control potential confounding variables.
First, mentor selection followed standardized criteria focusing on subject-specific knowledge, classroom management abilities, and instructional design capabilities, ensuring consistency in mentorship quality.
Second, all mentors received identical training based on the process guidelines developed in phase 2, minimizing variation in mentoring approaches.
Then, the implementation period was standardized across all participants, controlling for time-related variables.
Lastly, to minimize observer bias, structured observation protocols were used, and multiple evaluators were involved in the assessment process.
Furthermore, the integration of quantitative and qualitative methods enabled data triangulation, which strengthened the credibility of results by reducing potential biases associated with single-method approaches.
Quantitative analysis examined scores from lesson plan evaluation, implementation, and improvement forms using mean and standard deviation, comparing results against established criteria.
Qualitative analysis of classroom observations and teaching reflections employed content analysis, with findings presented in narrative form.
The interpretation framework-maintained consistency across all phases, using the standardized five-point scale established in phase 2 for quantitative assessments.
This comprehensive approach ensured systematic evaluation of both the process development and its implementation effectiveness.
RESULTS AND DISCUSSION
The synthesis of documents, concepts, theories, and interviews with new teachers revealed specific challenges in curriculum and learning management.
New teachers generally do not analyze learners, do not plan diverse teaching activities, and adhere to defining learning objectives for students according to the They have problems in designing learning assessments.
In teaching management and lesson plan implementation, new teachers conduct non-diverse teaching activities that do not respond to the potential of all students in the classroom.
They lack confidence in using new teaching methods, focus on studentsAo academic achievement, resulting in neglecting problem-solving to help students achieve learning objectives.
Learning from more experienced instructors is a better way to introduce novice teachers to the profession than trial and error .
, .
Interactions with colleagues and other new instructors help new teachers improve.
Reflection improves teaching and learning.
Teachers get fresh views by observing and having others watch their classes.
MentorsAo insightful input following classroom observations helps novice teachers progress.
The research synthesized teaching profession entry procedures with mentoring concepts .
, distinguishing between basic coaching and comprehensive mentoring approaches.
The process yielded four guidelines for developing professional entry using a mentoring approach, as shown in Table 1.
Table 1.
The guidelines for developing the process of entering the teaching profession using a mentoring approach to enhance instructional skills Process Creating professional learning teams Collaborating on classroom teaching design Sharing teaching processes through mentoring Exchanging learning and reflecting on teaching management Steps Creating teams of new teachers and mentors Training mentors to set desired goals Planning and designing teaching activities, classroom observation by mentors Implementing teaching activities and classroom observation Reflecting on observation results Improving lesson plans and teaching activities in collaboration with Exchanging learning about instructional design Exchanging learning about teaching practice The process emphasizes building teams, introducing new teacher professional development, cooperating on classroom teaching design, and mentoring new teachers .
, .
Teachers collaborate, exchange resources.
Enhancing teachersAo instructional skills through mentorship experiences (Titiworada Polyie.
A ISSN: 2089-9823 and spread effective approaches across the school or educational system.
Teachers must commit to active learning for self-improvement, time allocation, and administrative support for all teacher professional development initiatives to succeed.
Teachers may apply their learning to their current teaching and gain feedback from colleagues and administrators .
Collaboration improves teacher training and school culture.
Teachers working together may solve issues, test new ways, and share successes, promoting transformation.
Mentoring demonstrated the following about novice teachersAo teaching skills: new instructors had a mean score of 4.
03 and a standard deviation of 0.
49 in the first evaluation, accounting for 80.
60% of the total The lesson plan assessment form had a mean of 3.
82, standard deviation of 0.
51, and 76.
43% for individual components.
Lesson plan implementation evaluation form means: 3.
87, standard deviation: 0.
Average lesson plan improvement evaluation form score was 4.
40, standard deviation 0.
49, 87.
With an overall mean of 4.
46, standard deviation of 0.
49, and 89.
19% of the total score, new instructors demonstrated excellent teaching abilities in the second evaluation.
Individual parts of the lesson plan assessment form had a mean of 4.
40, standard deviation of 0.
49, and 88.
25% of the lesson plan implementation assessment form had a mean of 4.
41 and standard deviation of 0.
The lesson plan improvement assessment form had a mean of 4.
57, standard deviation of 0.
49, and 91.
Table 2 shows new instructorsAo teaching abilities have increased.
Table 2.
The results of implementing the process for introducing new teachers to the profession using a mentoring approach to enhance instructional skills Aspects Lesson plan evaluation form Lesson plan implementation evaluation Lesson plan improvement evaluation form Overall 1st Assessment Mean Quality High High 2nd Assessment Mean Quality High High High High High High First assessment findings showed that teachers demonstrated improved systematic approaches to student analysis and better understanding of student potential.
This enabled more appropriate content selection aligned with indicators.
Teachers defined clearer learning objectives and designed more suitable teaching activities and methods.
They selected instructional media aligned with content and teaching methods, and designed assessment methods corresponding with learning objectives .
Initial lesson plan development revealed some limitations.
Learning objectives did not fully cover process skills and desirable characteristics.
Content specification did not comprehensively address all indicators, with heavy reliance on textbook publishers.
Learning activity design lacked diversity.
Second assessment results demonstrated significant improvements.
Teachers defined comprehensive learning objectives covering all aspects.
They aligned learning content with standards and indicators.
Learning activities emphasized hands-on experiences appropriate to student age and goals.
Teachers wrote detailed, step-by-step lesson plans and improved their instructional media design.
Assessment tools became more clearly defined.
From the qualitative study of implementing the process for introducing new teachers to the profession using a mentoring approach to enhance instructional skills, conducted through observation, note-taking, and informal interviews with the sample group, the researchers analyzed the content and summarized interesting points that reflect the results of implementing the process.
The findings are as follows:
AuAfter entering this process.
I can analyze students better.
IAom able to assess students to adjust my teaching to be more suitable for them.
Ay (Teacher A) AuAfter entering the development process.
I can specify content in lesson plans in more detail.
I can sequence content from easy to difficult very well.
I can link knowledge from previous lessons with current content in my teaching.
Ay (Teacher B) AuBefore the development process.
I only focused on knowledge objectives and didnAot include behavioral objectives.
The objectives lacked clear definition.
After the development process.
I can set learning objectives more clearly.
I can specify criteria or performance levels of students more clearly, such as Aostudents can state/explainAo, etc.
Ay (Teacher C) AuAfter participating in the development process.
I can observe learning situations of students and adjust my teaching to be more appropriate for them.
I can encourage students to construct their own learning concepts.
I can use more examples of situations related to daily life in my teaching.
Ay (Teacher D) J Edu & Learn.
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AuAfter entering the development process.
I can use technological media to help students understand content better.
I use more questions to assess studentsAo knowledge and Ay (Teacher E) Learning activity management showed enhancement in inquiry process organization, allowing students to synthesize knowledge independently.
Teachers provided opportunities for student-directed topic selection and practiced age-appropriate questioning to stimulate thinking .
Media usage improved through appropriate selection of engaging resources that encouraged participation .
Assessment and evaluation demonstrated better design of consistent tools with clear measurement criteria.
Table 3.
presents the comprehensive transformation observed in teaching practices.
Table 3.
The differences before and after entering the process Before New teachers did not demonstrate student analysis in their lesson plans.
New teachers explained content in the main points section, with the main points written as lengthy content descriptions instead of concise summaries.
New teachers were unable to specify learning knowledge, skills, and characteristics.
New teachers used learning media and resources well according to learning objectives and content but lacked the use of technological media.
New teachers could measure and evaluate teaching and learning as specified in the lesson plan but lacked clear criteria for measurement.
After New teachers demonstrated improved student analysis both in their lesson plans and in the implementation of those plans.
New teachers were able to write main points correctly and clearly and could accurately write content in knowledge sheets.
New teachers specified behavioral objectives that clearly indicated expected behaviors, with explicit performance criteria.
New teachers used learning media and resources comprehensively according to learning objectives and content.
They employed a variety of teaching media that aligned with learners.
They were able to utilize technology in creating instructional media.
New teachers could fully measure and evaluate teaching and learning as specified in the lesson plan, with clear measurement criteria.
They could assess students progressively from simple to complex tasks.
New teachersAo teaching methods improve following professional development.
They struggled to define student success standards.
These areas improved significantly after professional development for new They also improved their utilization of educational media, including technology, to meet student needs and learning goals.
Clear and progressive evaluation criteria improved their capacity to track and evaluate student development.
These findings imply that professional development improved new instructorsAo instructional abilities, resulting in more organized and effective teaching.
The entire mentoring method development process included researching key papers, ideas, and concepts, expert review, and suggestions for improvements.
All new instructors designed teaching and learning activities, implemented lesson plans, and reflected on their practices to grow themselves.
New instructors understood the value of student analysis and designed different instructional activities to accommodate student variances.
They used modern educational technologies and hands-on learning.
Their assessment techniques matched instructional goals and material.
Thai pre-service teachersAo technological pedagogical subject competence requires careful A good discussion section would relate the findings to educational theories and practices and suggest ways Association of Southeast Asian Nations (ASEAN) teacher education programmes might use them .
, .
Policy and practice consequences should be stated.
The research clarifies how technological pedagogical and content knowledge (TPACK) is seen and used in ASEAN, an understudied region.
Examining how scientific attitudes and science process skills affect TPACK development is unique and significant in teacher education.
This novel approach adds to science education technology integration research.
For educators, policymakers, and academics interested in technology, pedagogy, and subject understanding, it provides useful insights.
This study on technology-integrated teaching may influence teacher education program design and This publication lays the groundwork for future research on the long-term effects of the TPACK framework on teaching abilities .
The research revealed that the procedure improved new instructorsAo instructional design skills .
New instructors might construct curriculum that met learning goals and engaged students by the end.
They might create various learning evaluations and employ relevant instructional medium.
CONCLUSION
Mentoring programs have been a prominent form of new teacher development for several decades.
Mentoring is a continuous process that promotes professional development, especially during career transitions Enhancing teachersAo instructional skills through mentorship experiences (Titiworada Polyie.
A ISSN: 2089-9823 such as starting a new job or taking on new roles.
It has numerous benefits and can help address long-term teacher attrition issues.
Assigning mentors to new teachers teaching the same subject and level can foster good relationships, further enhancing new teachersAo instructional development.
This pairing allows for a more focused and relevant mentorship experience.
The mentorship can provide targeted advice, share proven instructional strategies, and practical insights to the new teacherAos classroom.
It not only supports the new teacherAos instructional development but also builds a sense of camaraderie and trust.
The new teacher is more likely to feel supported and confident in their role, which can enhance their professional growth and effectiveness in the classroom.
FUNDING INFORMATION
This research project was financially supported by Thailand Science Research and Innovation (TSRI).
AUTHOR CONTRIBUTIONS STATEMENT
This journal uses the Contributor Roles Taxonomy (CRediT) to recognize individual author contributions, reduce authorship disputes, and facilitate collaboration.
Name of Author Titiworada Polyiem Prasart Nuangchalerm Pongthorn Asawaniwed C : Conceptualization M : Methodology So : Software Va : Validation Fo : Formal analysis ue ue ue ue ue ue ue ue ue ue I : Investigation R : Resources D : Data Curation O : Writing - Original Draft E : Writing - Review & Editing ue ue ue ue ue ue ue Vi : Visualization Su : Supervision P : Project administration Fu : Funding acquisition CONFLICT OF INTEREST STATEMENT Authors state no conflict of interest.
ETHICAL APPROVAL
The research related to human use has been complied with all the relevant national regulations and institutional policies in accordance with the tenets of the Helsinki Declaration and has been approved by the authorsAo institutional review board or equivalent committee.
DATA AVAILABILITY
The authors confirm that the data supporting the findings of this study are available within the article and available from the corresponding author, [PA], on request.
REFERENCES