As a first-year master’s student at Kazakh National Women’s Pedagogical University, I selected my research topic based on my seven years of teaching experience in schools and colleges. Looking back on the difficulties I faced at the start of my career-adapting to new professional settings, learning effective teaching methods, and building confidence I became interested in understanding how mentorship and teacher leadership support novice teachers.       

This literature review explores how structured mentorship programs can contribute to the professional development of early-career teachers in Kazakhstan while also helping mentors strengthen their leadership skills. Mentorship is more than just sharing knowledge and experience. According to Clutterbuck (2004) and Schön (1983), it encourages reflective practice and professional collaboration, which are essential for novice teachers. However, based on my own experiences, mentorship in Kazakhstan often lacks consistency, with mentors providing irregular support that does not always meet the specific needs of new teachers. Smagulova (2018) highlights similar concerns, noting that the absence of clear standards and formal training for mentors weakens the effectiveness of mentorship programs. Pajak (2011) also emphasizes the importance of structured mentorship in teacher induction, particularly in the U.S., where mentorship provides not only professional guidance but also crucial emotional support in the early years of teaching. This review aims to assess the strengths and weaknesses of Kazakhstan’s mentorship system while drawing insights from successful international models. For example, the Early Career Framework in the UK (Hobson, 2020) offers new teachers structured professional and emotional support over two years. Finland’s Peer Group Mentoring model (Heikkinen & Jokinen, 2016) shows how fostering collaboration among educators can enhance both professional growth and resilience.

Additionally, this review examines the link between mentorship and teacher leadership. Mentors are not just advisors but also leaders who inspire and empower their mentees. Schatz and Goldenberg (2023) argue that mentorship strengthens leadership skills in experienced teachers by encouraging them to develop reflective and adaptive teaching practices. My research explores how incorporating leadership training into mentorship programs can improve their effectiveness, benefiting both mentors and novice teachers.        A well-structured mentorship system can play a key role in supporting early-career teachers and enhancing the professional community. By providing targeted support, ongoing mentor training, and promoting collaboration, mentorship programs can become more effective and sustainable. Examining these aspects will help identify ways to develop a more structured and impactful mentorship system in Kazakhstan.                                                                      The review addresses the following research question: What role does teacher leadership play in mentoring novice teachers, and how does it contribute to their professional development?

The process of conducting this literature review followed a systematic approach guided by the research question. First, I examined academic and peer-reviewed articles on teacher mentorship and leadership. Articles were selected based on their relevance and reliability, following the guidelines from Zina O’Leary’s The Essential Guide to Doing Your Research Project (2017). The following keywords were used for the search: “teacher leadership”, “teacher mentorship”, “novice teachers”, “professional development”, “beginning teachers”, “mentorship frameworks”, and “mentoring novice teachers”. The search was conducted using databases such as Google Scholar, ERIC, and JSTOR, along with university library resources. To incorporate local perspectives, I also explored national libraries and university databases in Kazakhstan. The articles were categorized into four key themes: “Teacher Leadership and Mentorship”, “Teacher Development Programs”, “Effective Mentorship Models” and “Challenges in Mentoring Novice Teachers”. From an initial pool of 40 articles, 13 were excluded due to irrelevance or methodological limitations, leaving 27 articles for the review. Government publications and official reports on mentorship frameworks in Kazakhstan were also included to provide additional context. One major challenge was the lack of research on teacher mentorship and leadership in Kazakhstan. This gap made it difficult to analyze current mentorship practices in the country. To address this, I relied on data from international studies and reports, identifying potential parallels and ways to adapt their experiences to the Kazakhstani educational system. Additionally, I used the platform ResearchGate to access articles where authors share their work openly. This helped me obtain a broader range of studies, especially those unavailable through traditional academic databases. This review aims to combine international best practices with an analysis of the current state of mentorship in Kazakhstan to establish a foundation for understanding the role of teacher leadership in supporting novice educators.

This review investigates the role of mentorship and teacher leadership in the professional development of novice teachers in Kazakhstan, aiming to identify gaps in current mentorship practices. Through a systematic literature analysis, the review explores the effectiveness of mentorship systems in Kazakhstan, comparing them to successful international models. One anticipated outcome is identifying areas where mentorship practices in Kazakhstan are insufficient or inconsistent, such as the lack of clear guidelines and structured, ongoing mentor training. These gaps may hinder the effectiveness of mentorship programs and impede the growth of novice teachers. The review also examines the potential benefits of integrating leadership training into mentorship programs. Such integration is expected to enhance mentors' leadership skills while fostering a more empowering and growth-oriented environment for mentees. Additionally, the review aims to find evidence that structured mentorship programs positively impact teachers' professional development, drawing on successful international models like the UK's Early Career Framework and Finland's Peer Group Mentoring model. A key focus is the intersection of mentorship and teacher leadership. The review will demonstrate how mentors, by adopting leadership practices, can significantly influence mentees' professional development, encouraging collaboration, reflection, and resilience within the teaching community. Despite challenges in accessing peer-reviewed literature, this review has been a valuable learning experience. It has deepened the understanding of mentorship and teacher leadership in fostering novice teachers' growth. Furthermore, the process has developed critical skills in conducting systematic reviews, analyzing sources, and interpreting findings, which will be essential for future research endeavors.

Ben-Amram, M., & Davidovich, N. (2024). The role of modern mentoring in supporting young teachers’ emotional and social well-being. Journal of Educational Development. Clutterbuck, D. (2004). Mentoring in Action: A Practical Guide for Managers. London: Kogan Page. Eby, L. T., Allen, T. D., Evans, S. C., & Dubois, D. L. (2013). Does Mentoring Matter? A Multidisciplinary Meta-Analysis of Mentoring Outcomes. Journal of Vocational Behavior, 83(1), 6-16.Heikkinen, H., & Jokinen, K. (2016). Peer Group Mentoring in Teacher Education. Journal of Education and Practice, 103-104.Hobson, A. J. (2020). Mentoring and the Early Career Teacher: Evidence from the UK. Teachers and Teaching: Theory and Practice, 26(3), 223-241.Ikeda, M. (2019). Mentoring for New Teachers in Japan: A Cultural Perspective. International Journal of Educational Research, 45-57.Kram, K. E. (1985). Mentoring at Work: Developmental Relationships in Organizational Life. Glenview, IL: Scott, Foresman.Mulder, M. (2007). The Concept of Mentoring in Educational Contexts. European Journal of Education, 42(4), 472-482.O’Leary, Z. (2017). The Essential Guide to Doing Your Research Project. SAGE Publications. Ragins, B. R., & Kram, K. E. (2007). The Handbook of Mentoring at Work: Theory, Research and Practice. SAGE Publications.Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. Sullivan, J. (2000). The Role of Mentoring in the Professional Development of Teachers. Mentoring & Tutoring: Partnership in Learning, 8(1), 69-79.Wagner, P. (2006). The Role of Guild System in Medieval Education. History of Education Quarterly. Wong, H. K., & Shankler, D. (2015). The New Teacher Induction Handbook: A Guide for Mentors, Coaches, and Supervisors. Corwin Press.Ministry of Education and Science of the Republic of Kazakhstan (2013). Professional Development Program for Teachers.Ministry of Education and Science of the Republic of Kazakhstan (2017). National Program for the Development of Pedagogical Personnel.Ministry of Education and Science of the Republic of Kazakhstan (2019). Mentorship Program for Young Teachers. Petrov, N. I. (1986). Mentorship Systems in Soviet Education: Key Features. Journal of Educational Research. Smagulova, G. (2018). Mentorship: A Tool for Professional Development. Almaty: Kazakh University Press. Taubaeva, S. (2012). Leadership and Mentorship: Developing School Culture. Kazakhstani Journal of Education.Fedorova, L. A. (1987). Soviet Pedagogy. The Role of Mentorship in the Professional Development of Young Teachers.