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A teacher shared about her mentoring experience

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Samples of data from reflective journal and interviews

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Samples of data from reflective journal and interviews

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The participants experienced that reflecting on and sharing culture is very useful for teachers' development.

One of the participants stated, "While reflecting I could see what I did in the classroom, what I saw students doing and what should be done".

In the reflective journal, a teacher participant shared:

Professional development is necessary for every teacher if not the teachers become stagnant. To be good teachers we need to develop ourselves if not we cannot develop students. Teachers will be boring people; they never can enjoy their profession.

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Limitations
Small data set in which only six teachers from four private schools
e-mentored only three times in only one and a half months
Recommendations
Mentoring has not been formally practised in their schools yet. It should be practised for teachers' professional development

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Factors to consider
a) The mentors' knowledge and skills in mentoring

b) The mentee teachers' attitude towards learning

c)  Ability to use technology

Effective for teachers' mental and emotional well-being

The need for mentoring is high in Nepal for teachers' professional development because it brings changes in teachers' teaching techniques, attitudes and ways of classroom management.

E-mentoring is an effective tool for teachers' professional development.

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The qualitative research paradigm allows researchers to understand the effectiveness of E-mentoring for mentee teachers from the perceptions of the participants (six private school teachers).

The qualitative case study method enables a researcher to explore or describe a phenomenon in context using various data sources.

The data were collected after three e-mentoring sessions through individual teachers' interviews, teachers' reflective journals, and mentoring session clips.

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To investigate the efficacy and appropriateness of E-mentoring for in-service private schools English teachers in Nepal

Research Questions

a. What factors need to be considered while conducting an e-mentoring program in Nepal?

b. What is the impact of e-mentoring on the professional development of teachers in Nepal?

c. What can be done to make e-mentoring more effective for teachers' mental and emotional well-being in Nepal?

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Private School teaching experiences

Not enough professional development opportunities

Frustrated due to the challenging nature of teaching job

Teachers need to develop their skills through a collaborative relationship

E-mentoring is an opportunity to develop a collaborative relationship and reflective practice