ABSTRACT
In this chapter we shall be considering the broad set of conditions within the school that enable facilitate mentorship. The particularities of different ‘sorts’ of mentorship and an examination of what effective mentorship might mean are issues for elsewhere in this book. As we have collated and analyzed the data the issues that have arisen most frequendy appear to be concerned with the people involved: the mentor, themselves, the headteacher, and the whole staff teams as well as structural and organizational factors. In attempting to identify conditions which appear to have a bearing on successful mentoring we will examine each of these separately and then attempt a synopsis. The order in which the headings are taken does not necessarily imply that we consider any one factor to be of more importance than another at this stage in our research though we believe that a consideration of the people involved from within the school is a natural starting point.
