As I looked back on my past ten years ago, I realized that I didn't have a proper mentor to guide me as a mentee. I learned on my own, using trial and error. Throughout my journey, I consider myself a mentor, guiding and sharing my teaching experience. As Spencer (2004) pointed out, mentoring helps build “a relationship that gives people the opportunity to share their professional and personal skills and experiences and to grow and develop in the process.” Back then, most of the centers I worked at didn't have a formal mentoring program. There was only a buddy system that provided new teachers with ad hoc advice when needed. When I joined as vice principal, I noticed that there was no adequate mentoring plan. I was informed by the other teachers that there were few teachers who served as mentors for the newly hired teacher. However, they also faced challenges, as the majority were those with less than five years of experience. This has resulted in a dilemma as to how to 'mentor' new teachers, what's more with minimal guidance from the principal. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Participating in this module and observing the benefits of this mentorship process has opened my eyes to reflect on myself as a leader. What can I do to guide these teachers as they seek to fulfill their duty as early childhood educators? I have some teachers who are currently graduating from preschool and need guidance. They have recently changed careers, thus causing a shortage of experienced teachers who can provide tutoring. I have seen how they struggle to handle children due to lack of experience. One of them said that during her first year she was upset, lost and even wanted to quit and go back to her old job. Luckily, I came to mentor her, which helped her regain her confidence and she decided to continue her journey as an early childhood educator. Mentoring helps novice teachers reduce stress and anxiety, which helps them be positive, confident, and confident in their work environments. The main challenges in adopting an established mentoring program are the shortage of experienced mentors, caused by the centers' inability to retain good teachers. It happened when one of my novice teachers decided to return to her previous job as a nurse because she felt overwhelmed by the daily responsibilities and expectations of the center and parents as an early childhood educator. Looking at this issue, I felt that I had failed as a leader for not being able to convince her to stay. It was a waste of talent since he already had mentorship (although it wasn't a full mentorship program). Every teacher who leaves the sector is considered a financial loss as it includes scholarships, recruitment, training of teachers before their departure and hiring of foreign teachers. In trying to implement the mentoring program, I still struggle with overwhelming mentoring tasks for newly hired staff and novice teachers. Then I realized that time is the main factor. Meeting and communicating via face-to-face, reflective logs or journals is key in mentoring relationships. My role as an effective mentor is to coach and support my mentees in skill development. By assuming my role as a “qualified” mentor, I ensure and agree to the following: Please note: This is just an example. Get it now.