The study explores novice teachers’ mentorship programs’ frameworks in United Arab Emirates, Estonia, Kenya and China. An overview on the present utilized frameworks is presented to define mentoring from the country’s perspective, in order to shed light on the benefits and the type of mentorship programs provided to novice teacher. The study closely examines the program’s anatomy, while analyzing the assessment and evaluation methods used. The findings present the major challenges hindering the implementation and the consistency of mentoring programs in the selected countries. Recommendations are made to provide an altered sample framework that addresses the various areas of deficiencies presented in the country’s current frameworks, to best serve the mentoring process of novice teachers.


International & Comparative Education Department

First Advisor

Hozayin, Russanne

Committee Member 1

Hozayin, Russanne


39 p.

Institutional Review Board (IRB) Approval

Not necessary for this item


The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Publication Date

Spring 2-16-2017

Included in

Education Commons