Abstract:

This extended abstract presents a study on how mentor teachers understand and enact their role within Chile’s teacher induction policy, established through the Sistema de Desarrollo Profesional Docente (SDPD; Teacher Professional Development System). The research explores how mentors integrate technical guidance with emotional support, and how this combination shapes the early professional experiences of beginning teachers.

The study addresses a central problem in teacher development: early-career teachers often face high workloads, uncertainty and emotional strain, which can hinder retention and professional learning. Mentors are expected to provide structured pedagogical support—such as planning, classroom management and assessment—while also offering relational guidance that fosters confidence and well-being. Understanding how mentors balance these expectations is essential for strengthening induction systems. The idea of empathetic leadership, understood as the mentor’s ability to recognize the emotions, needs and professional challenges of beginning teachers and respond with care, encouragement and informed pedagogical guidance.In the context of induction, empathetic leadership becomes a way to integrate technical and emotional dimensions, enhancing motivation, reflection and resilience.

A qualitative interpretive approach was employed to explore these dynamics. Semi-structured interviews were conducted with accredited mentors and beginning teachers working in diverse school contexts. Data were analyzed following the principles of Reflexive Thematic Analysis, allowing the identification of patterns of meaning related to motivations, practices and perceived contributions of mentoring also incorporated semantic mapping to examine how mentors articulated the purpose of their role.

Findings show that mentoring is anchored in three interconnected pillars: a strong sense of professional vocation, the search for recognition and contribution to the teaching profession, and the provision of integral support. Mentors describe their work as an opportunity to share expertise and to accompany new teachers through the emotional and practical complexities of their first year. Beginning teachers perceive mentoring as a stabilizing experience that reduces anxiety, enhances instructional confidence and enables reflective dialogue. Although institutional constraints—such as limited time, administrative pressures and uneven support from school leadership—create barriers, mentors consistently position empathy as a cornerstone of effective guidance. The study demonstrates that empathetic leadership is not an added feature of mentoring but a constitutive element that shapes how technical support is received and enacted. When mentors combine pedagogical expertise with relational sensitivity, beginning teachers experience greater trust, clarity and emotional security, which strengthens their likelihood of professional continuity.

In conclusion, the research highlights mentoring as a key space for pedagogical leadership and human development within the SDPD.It underscores the importance of policies that protect dedicated mentoring time, strengthen emotional and instructional preparation for mentors. By illuminating how empathetic leadership operates in daily mentoring practices, this study contributes evidence to inform improvements in induction programs and promote sustainable teacher development in Chile.

Keywords:

Mentoring, Beginning Teachers, Empathy, Teacher Professional Development, Induction.