Proposing A New Conceptual Model for Mentoring Veteran ELT Teachers

Abstract

While mentoring programs in English Language Teaching (ELT) often focus on novice teachers, veteran ELT teachers—those with extensive classroom experience—also require structured support to maintain teaching motivation and continuous professional development. This paper proposes a conceptual mentoring model, diverging from novice-centered frameworks, designed to address the specific challenges faced by veteran ELT teachers. Rooted in Self-Determination Theory (SDT), Maslow’s Hierarchy of Needs, Teacher Burnout and Resilience Theory, and Communities of Practice (CoP), the model comprises four core components: tailored mentoring to address individualized career and pedagogical needs; burnout prevention through wellbeing initiatives; motivation strategies including recognition, leadership opportunities, and professional development; and peer collaboration to grapple with professional isolation and foster knowledge-sharing. By emphasizing autonomy, competence, and relatedness, this conceptual framework offers a structured yet flexible mentoring approach to veteran ELT teachers, which enhances job satisfaction, teaching effectiveness, and retention among them. Actionable implications for schools, language centers, and universities are discussed, and institutional policies that adopt veteran ELT teachers’ mentorship, reduce workloads, and encourage collaborative professional growth are advocated. This work bridges a critical gap in teacher development literature, redefining mentorship as a lifelong process rather than a novice-focused intervention.