International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Tihana Kokanović; Antonija Vukašinović; Siniša Opić

doi:10.23947/2334-8496-2025-13-3-625-635

Authors

Tihana Kokanović Faculty of Teacher Education, University of Zagreb, Croatia https://orcid.org/0000-0002-4980-0194
Antonija Vukašinović University of Slavonski Brod, Croatia https://orcid.org/0000-0002-3564-3386
Siniša Opić Faculty of Teacher Education, University of Zagreb, Croatia https://orcid.org/0000-0001-9800-0145

DOI:

https://doi.org/10.23947/2334-8496-2025-13-3-625-635

Keywords:

mentor–trainee relationship, machine learning in education, factors of satisfaction

Abstract

Effective mentoring is grounded in reciprocal collaboration between mentors and trainees, where mutual respect and open, reflective dialogue are essential from the very beginning of the internship. The aim of this study was to examine which factors predict trainees’ satisfaction with their mentors by applying a predictive model. The sample consisted of 104 trainee preschool teachers from Croatia. To test the model, perceptron artificial neural networks were used (with one hidden layer and four neurons), employing the hyperbolic tangent activation function. The results indicated a low discrepancy between the training and test datasets, high classification accuracy, and balanced TPR and TNR values, with an AUC above 0.95, confirming excellent predictive model accuracy. The analysis further revealed the relative predictive strength of individual factors related to satisfaction with the quality of mentor cooperation. The mentor–trainee relationship emerged as the strongest predictor, while net salary proved to be a more influential predictor of satisfaction with mentor cooperation than support from principals or professional associates.

Downloads

Download data is not yet available.

References

Andrews, R., Hadley, F., Waniganayake, M., Hay, I., Jones, C. & Liang, X.M. (2024). Sustaining the best and the brightest: empowering new early childhood teachers through mentoring. International Journal of Mentoring and Coaching in Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJMCE-02-2024-0013 DOI: https://doi.org/10.1108/IJMCE-02-2024-0013

Ambrosetti, A. (2014). Are you ready to be a mentor? Preparing teachers for mentoring preservice teachers. Australian Journal of Teacher Education, 39(6), 30–42, https://doi.org/10.14221/ajte.2014v39n6.2 DOI: https://doi.org/10.14221/ajte.2014v39n6.2

Ben-Amram, M., & Davidovitch, N. (2024). Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era. Education Sciences, 14(2), 143. https://doi.org/10.3390/educsci14020143 DOI: https://doi.org/10.3390/educsci14020143

Bressman S., Winter J. S. & Efron S. E. (2018). Next generation mentoring: Supporting teachers beyond induction. Teaching and Teacher Education, 73, 162–170. https://doi.org/10.1016/j.tate.2018.04.003 DOI: https://doi.org/10.1016/j.tate.2018.04.003

Carmel, R. G., & Paul, M. W. (2015). Mentoring and coaching in academia: Reflections on a mentoring/coaching relationship. Policy Futures in Education, 13(4), 479-491. https://doi.org/10.1177/1478210315578562 DOI: https://doi.org/10.1177/1478210315578562

Carmel, R., Rozenberg, K., Hammer, D. et al. (2023). Exploring Predictors for New Kindergarten Teachers’ (NKTs’) Integration in the Workplace. Early Childhood Education Journal, 51, 31–42. https://doi.org/10.1007/s10643-021-01276-0 DOI: https://doi.org/10.1007/s10643-021-01276-0

Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-turnover DOI: https://doi.org/10.54300/454.278

Darling-Hammond, L. (2021). Defining teaching quality around the world. European Journal of Teacher Education, 44(3), 295–308. https://doi.org/10.1080/02619768.2021.1919080 DOI: https://doi.org/10.1080/02619768.2021.1919080

David, C & Kim, C. (2023). Mentoring Practices in Secondary Schools: Perceptions of Mentors and Pre-service Teachers in Mozambique, Innovation and Education, 5(1), 54-80. https://www.sciencedirect.com/org/science/article/pii/S252485022300005X DOI: https://doi.org/10.1163/25248502-bja00002

De Ossorno Garcia, S., & Doyle, L. (2021). The mentoring relation as an interpersonal process in EDUCATE: A qualitative case study of mentor–mentee perspectives. Research for All, 5(1), 19-35. https://doi.org/10.14324/RFA.05.1.04 DOI: https://doi.org/10.14324/RFA.05.1.04

Dreer-Goethe, B. (2023), “Well-being and mentoring in pre-service teacher education: an integrative literature review”, International Journal of Mentoring and Coaching in Education, 12(4), 336-349. https://doi.org/10.1108/IJMCE-09-2022-0073 DOI: https://doi.org/10.1108/IJMCE-09-2022-0073

Erawan, P. (2019). The needs analysis of supporting beginning teachers in schools in remote rural areas. Journal of teacher education and educators, 8(2), 115-129. https://dergipark.org.tr/en/download/article-file/797153

Ewing L.A. (2021). Mentoring novice teachers. Mentoring & Tutoring: Partnership in Learning, 29(1), 50–69. https://doi.org/10.1080/13611267.2021.1899585 DOI: https://doi.org/10.1080/13611267.2021.1899585

Federičová, M. (2021). Teacher turnover: what can we learn from Europe?, European Journal of Education, 56(1), 102-116, doi: 10.1111/ejed.12429. https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12429 DOI: https://doi.org/10.1111/ejed.12429

Farinde-Wu, A., & Fitchett, P.G. (2018). Searching for Satisfaction: Black Female Teachers’ Workplace Climate and Job Satisfaction. Urban Education, 53, 112 - 86. https://doi.org/10.1177/0042085916648745 DOI: https://doi.org/10.1177/0042085916648745

Goodwin A. L., Lee C. C. & Pratt S. (2021). The poetic humanity of teacher education: Holistic mentoring for beginning teachers. Professional Development in Education, 49(4), 707–724. https://doi.org/10.1080/19415257.2021.1973067 DOI: https://doi.org/10.1080/19415257.2021.1973067

Hadley, F., Andrews, R., Waniganayake, M., Hay, I., Jones, C., & Liang, X. M. (2024). Leadership capacity development in the Australian early childhood sector. Re-energising through mentoring. Australasian Journal of Early Childhood, 0(0). https://doi.org/10.1177/18369391241295408 DOI: https://doi.org/10.1177/18369391241295408

Hudson, P. (2013). Mentoring as professional development: ‘growth for both’ mentor and mentee. Professional Development in Education, 39(5), 771–783. https://doi.org/10.1080/19415257.2012.749415 DOI: https://doi.org/10.1080/19415257.2012.749415

Ingersoll, R. M. (2012). Beginning Teacher Induction What the Data Tell Us. Phi Delta Kappan, 93(8), 47-51. https://doi.org/10.1177/003172171209300811 DOI: https://doi.org/10.1177/003172171209300811

Ingleby, E. (2014). Developing reflective practice or judging teaching performance? The implications for mentor training. Research in Post-Compulsory Education, 19(1), 18– 32, https://doi.org/10.1080/13596748.2014.872917 DOI: https://doi.org/10.1080/13596748.2014.872917

Izadinia, M. (2016). Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: Do they match or clash?. Professional development in education, 42(3), 387-402. https://www.tandfonline.com/doi/abs/10.1080/19415257.2014.994136 DOI: https://doi.org/10.1080/19415257.2014.994136

Kupila, P., Ukkonen-Mikkola, T., & Rantala, K. (2017). Interpretations of Mentoring during Early Childhood Education Mentor Training. Australian Journal of Teacher Education, 42(10). https://doi.org/10.14221/ajte.2017v42n10.3 DOI: https://doi.org/10.14221/ajte.2017v42n10.3

Li, Y., & Khairani, A. Z. (2025). Social support, pedagogical beliefs and teacher professional identity among preservice teachers in China: A moderated mediation analysis. Teaching and Teacher Education, 154, 104856. https://doi.org/10.1016/j.tate.2024.104856 DOI: https://doi.org/10.1016/j.tate.2024.104856

Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers’ self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and teacher education, 66, 171-183. https://doi.org/10.1016/j.tate.2017.04.004 DOI: https://doi.org/10.1016/j.tate.2017.04.004

Mokoena, T.D. & van Tonder, G.P. (2024). Influencing beginner teachers’ autonomy: the impact of mentorship in fostering self-directed learning, International Journal of Educational Management, 38(5), 1265-1288. https://doi.org/10.1108/IJEM-05-2023-0247 DOI: https://doi.org/10.1108/IJEM-05-2023-0247

Nesbitt, K. T., Blinkoff, E., Gunersel, A. B., & Hirsh-Pasek, K. (2025). Feasibility and Acceptability of an Active Playful Learning Intervention for Kindergarten Teachers Using Instructional Coaching. Early Education and Development, 1–21. https://doi.org/10.1080/10409289.2025.2449688 DOI: https://doi.org/10.1080/10409289.2025.2449688

Niklasson, L. (2019). Transition from teacher to teacher educator – Teacher educator’s perceptions. Journal of Advances in Education and Philosophy, 3(12), 563-580. https://doi.org/10.36348/jaep.2019.v03i12.003 DOI: https://doi.org/10.36348/jaep.2019.v03i12.003

OECD (2005), Teacher Matter: Attracting, Developing and Retaining Effective Teachers, OECD, Paris. https://www.oecd.org/content/dam/oecd/en/publications/reports/2005/06/teachers-matter_g1gh5af3/9789264018044-en.pdf

Pravilnik o postupku, načinu i uvjetima za napredovanje u struci i stjecanje položajnih zvanja odgojitelja, stručnih suradnika i ravnatelja u dječjem vrtiću NN 83/2024. https://narodne-novine.nn.hr/clanci/sluzbeni/2024_07_83_1421.html

Pravilnik o načinu i uvjetima napredovanja u struci i promicanju u položajna zvanja odgojitelja i stručnih suradnika u dječjim vrtićima. NN 133/1997. https://narodne-novine.nn.hr/clanci/sluzbeni/1997_12_133_1926.html

Pravilnik o načinu i uvjetima polaganja stručnog ispita odgojitelja i stručnih suradnika u dječjem vrtiću. NN 84/2024. https://narodne-novine.nn.hr/clanci/sluzbeni/2024_07_84_1466.html

Pravilnik o načinu i uvjetima polaganja stručnog ispita odgojitelja i stručnih suradnika u dječjem vrtiću. NN 133/1997. https://narodne-novine.nn.hr/clanci/sluzbeni/1997_12_133_1925.html

Schuck, S., Aubusson, P., Buchanan, J., Varadharajan, M., & Burke, P. F. (2018). The experiences of early career teachers: New initiatives and old problems. Professional development in education, 44(2), 209-221. https://doi.org/10.1080/19415257.2016.1274268 DOI: https://doi.org/10.1080/19415257.2016.1274268

Shanks, R., Attard Tonna, M., Krøjgaard, F., Annette Paaske, K., Robson, D., & Bjerkholt, E. (2020). A comparative study of mentoring for new teachers. Professional Development in Education, 48(5), 751–765. https://doi.org/10.1080/19415257.2020.1744684 DOI: https://doi.org/10.1080/19415257.2020.1744684

Thornton, K. (2024). Mentoring preparation in educational contexts: a review of the literature, International Journal of Mentoring and Coaching in Education, 13(4), 441-456. https://doi.org/10.1108/IJMCE-07-2023-0069 DOI: https://doi.org/10.1108/IJMCE-07-2023-0069

Tynjälä, P. i Heikkinen, H. (2011). Beginning teachers’ transition from pre-service education to working life. Z Erziehungswiss 14, 11–33. https://doi.org/10.1007/s11618-011-0175-6 DOI: https://doi.org/10.1007/s11618-011-0175-6

Vassileva, V. (2021). Professional development of teachers and school mentoring. In EDULEARN21 Proceedings (pp. 6594-6600). IATED. https://doi.org/10.21125/edulearn.2021.1336 DOI: https://doi.org/10.21125/edulearn.2021.1336

Vizek Vidović, V. & Žižak, A. (2011). Uloga mentora u profesionalnom razvoju učitelja. U V. Vizek Vidović (ur.), Učitelji i njihovi mentori: uloga mentora u profesionalnom razvoju učitelja (pp. 97-151). Zagreb: Institut za društvena istraživanja.

Walker, K., & Kutsyuruba, B. (2019). The role of school administrator in providing early career teachers’ support: A pan-Canadian perspective. International Journal of Education Policy and Leadership, 14(2). https://doi.org/10.22230/ijepl.2019v14n2a862 DOI: https://doi.org/10.22230/ijepl.2019v14n2a862