Building Teacher Self-Efficacy Through Peer Mentoring: A Qualitative Study of Collaborative Practices in a Rural Elementary School
Location
Preston 1
Session Format
Presentation
Abstract
This qualitative case study examined how peer mentoring influences teacher self-efficacy at a rural elementary school in southeastern Georgia. Using Bandura's self-efficacy theory and Wenger's communities of practice framework, the research investigated how teachers engage in mentoring relationships and how these practices contribute to professional growth.
Semi-structured interviews and reflection journals were conducted with ten elementary teachers representing diverse experience levels (1-21+ years) and grade levels. Findings revealed that meaningful peer mentoring occurred primarily through informal, trust-based relationships within grade-level teams rather than formal programs. Teachers engaged collaboratively in lesson planning, data analysis, and problem-solving.
Results demonstrated that peer mentoring enhanced teacher self-efficacy through six mechanisms: informal relationship-building, grade-level collaboration, confidence development, trust-based psychological safety, leadership growth, and overcoming barriers. Teachers reported feeling "less isolated," more willing to take instructional risks, and increasingly confident in classroom management. Informal mentoring relationships proved more impactful than formal programs, with hallway conversations and spontaneous problem-solving described as transformative.
However, significant barriers emerged including time constraints, forced collaboration, and limited cross-grade interaction. Findings suggest that sustainable peer mentoring in rural contexts requires protected collaboration time, administrative support for authentic relationships, and recognition of teacher expertise across experience levels.
Keywords
peer mentoring, teacher self-efficacy, rural education, collaborative practices, communities of practice, teacher professional development, qualitative research, elementary education
Professional Bio
Whitney Ensley, is an Assistant Principal with over 15 years in education. She taught 8th grade science for six years and 6–8 ESOL for seven years before moving into administration. Now in her third year as Assistant Principal at a PreK–5th grade school, she is dedicated to supporting teachers, fostering collaboration, and improving student outcomes. Whitney’s background in middle school instruction and elementary leadership gives her a unique perspective to connect best practices across grade levels.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ensley, Whitney, "Building Teacher Self-Efficacy Through Peer Mentoring: A Qualitative Study of Collaborative Practices in a Rural Elementary School" (2026). Georgia Educational Research Association Conference. 77.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/77
Building Teacher Self-Efficacy Through Peer Mentoring: A Qualitative Study of Collaborative Practices in a Rural Elementary School
Preston 1
This qualitative case study examined how peer mentoring influences teacher self-efficacy at a rural elementary school in southeastern Georgia. Using Bandura's self-efficacy theory and Wenger's communities of practice framework, the research investigated how teachers engage in mentoring relationships and how these practices contribute to professional growth.
Semi-structured interviews and reflection journals were conducted with ten elementary teachers representing diverse experience levels (1-21+ years) and grade levels. Findings revealed that meaningful peer mentoring occurred primarily through informal, trust-based relationships within grade-level teams rather than formal programs. Teachers engaged collaboratively in lesson planning, data analysis, and problem-solving.
Results demonstrated that peer mentoring enhanced teacher self-efficacy through six mechanisms: informal relationship-building, grade-level collaboration, confidence development, trust-based psychological safety, leadership growth, and overcoming barriers. Teachers reported feeling "less isolated," more willing to take instructional risks, and increasingly confident in classroom management. Informal mentoring relationships proved more impactful than formal programs, with hallway conversations and spontaneous problem-solving described as transformative.
However, significant barriers emerged including time constraints, forced collaboration, and limited cross-grade interaction. Findings suggest that sustainable peer mentoring in rural contexts requires protected collaboration time, administrative support for authentic relationships, and recognition of teacher expertise across experience levels.
