Abstract
It has become increasingly imperative to train young teachers; most of them are overworked. Analyzing how young
teachers are mentored in teachers’ rooms has received scholarly little attention; however, it is essential to clarify
the methods and measures to train them and resolve their mental health concerns. This study aims to qualitatively
analyze the successful mentoring of young teachers and clarify its main factors. The results showed that successful
teachers were generally motivated by a sense of responsibility and an earnest consideration for students and their
parents. Such teachers undergo voluntary mentoring through information exchange regarding their students,
resulting in a reciprocal relationship between the mentors and the mentees. Furthermore, the study analysis suggests
that the effective distribution of personnel, such as reshuffling of mid-career teachers, and the physical environment
of workplaces, including the desk layout in teachers’ rooms, promote mentoring. We, therefore, expect these
measures to improve the voluntary mentoring of teachers.
