Dr. HARRISON Mark G.Lim, LianneLianneLim2023-01-032023-01-032022Asia Pacific Journal of Education ,May 2022, pp.1-130218-87911742-6855http://hdl.handle.net/20.500.11861/7266School-based mentoring programmes in which teachers act as mentors have the potential to offer a non-stigmatizing and developmentally appropriate source of support for secondary school students. However, the experience of teacher-mentors is under-researched, particularly in Hong Kong. Fifteen mentors participating in a school-based mentoring programme in one Hong Kong secondary school serving a Chinese population were interviewed and the data were analysed thematically. Findings indicated that teacher-mentors provided social and emotional support to their mentees, and that they were motivated to do so by a desire for greater relatedness to the students with whom they worked. The relationship formed between mentors and mentees was more spontaneous, less hierarchical, more wide-ranging, and more personal in nature than that between teachers and students, and constituted a source of satisfaction for mentors. The study has several implications for schools which may be considering implementing a mentoring programmeenMentoringMentorsSecondary SchoolHong KongPeer Reviewed Journal Article10.1080/02188791.2022.2074371