More and more, the professional induction of teachers is a consideration of primery  importance  both in the communities of  researchers and  teachers. The growing interest for this thematic is caused by the numerous difficulties encountered by beginning teachers. For many beginning teachers, the transition from the theory acquired during pre-service preparation to  real practice is a difficult period, during which they are confronted to new experiences and new situations and  they must rapidly adapt themselves to (Portelance,Mukamurera,Martineau et Gervais, 2008). Very often, this transition period, and yet of crucial importance for the retaining of new teachers in the profession, occurs without any formal support. Many researchers  (Arends & Rigazio-DiGilio,2000; Totterdell et al., 2004; Martineau et Vallerand, 2008) address the efficient induction measures that could be developed in various educational contexts  to help  professional integration of their newly qualified teachers. The support programmes for the novice teachers could have a pronounced effect on the process of their induction into the profession. However, the impacts of these programmes are relatively unknown.
The support measures frequently mentioned in the specialized literature are mentoring (tutoring), virtual networks for mutual support and collective support groups. The mentoring is defined as a professional support to the beginning teacher, coming from an experienced colleague called the
mentor (Dumoulin,2004). In Quebec the professional integration measures vary from one schooling environment to another and sometimes, they are inexistent. There is no official framework that requests different school board to offer formal support measures to beginning teachers (Sacilotto-Vasylenko,2009).
The general objective of the study, conducted in Quebec, was to analyse the perceptions that the newly qualified teachers and their mentors have of the impacts of  mentoring programme offered by a school board. The study was conducted on two aspects: the mentorial relationship and the activities offered in the training programme.

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