Researchers Jennifer Cunha, Juliana Martins, Lisete Freitas, and Pedro Rosário have published an article in the "Revista de Educação PUC-Campinas" titled "Benefits of Tutoring in School Context: Analysis of Predictors Related to the Teacher-Tutor."
This study examines the teacher-tutor variables that predict the benefits of tutoring in the school context: the quality of the tutoring relationship, tutor self-efficacy, affective commitment, and experience as a tutor. The research involved the participation of 140 teachers from various regions of Portugal who completed an online questionnaire.
The results obtained through the multiple linear regression model suggest the need to invest in the training of teacher-tutors and the monitoring of their practice to promote the quality of the tutor-tutee relationship and tutor self-efficacy.
Furthermore, affective commitment and experience as a tutor are not sufficient for the success of tutoring programs, highlighting the urgency to review the organization practices of tutoring in schools (e.g., criteria for selecting tutors).
Keywords: Self-efficacy, Affective commitment, Experience as a tutor, Quality of the relationship, Tutoring.