The study aimed to examine the mentoring practices applied by TESL mentor teachers to support novice TESL teachers in secondary schools in the Malaysian context. The mentoring    practices   consisted   of   five   elements,   Personal   Attributes,   System Requirements,   Pedagogical  Knowledge,  Feedback  and  Modelling.  These  elements were adapted from Hudson’s  Five-Factor Mentoring Model to identify the mentoring practices.  This  study  also  investigated   the  perception  of  novice  TESL  teachers  and TESL mentor teachers on the mentoring programme.  This study employed convergent parallel  design.  Both  quantitative  and  qualitative  methods   were  triangulated  in  data collection, which involved a total of four School Improvement  Specialist Coach Plus (SISC+) officers, 40 Teaching English as Second Language (TESL) mentor  teachers and  60  novice  TESL  teachers.  The  participants  and  schools .....

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