<![CDATA[Purpose – Mentoring may support early-career teachers’ digital classroom practice, but school-level provision does not establish whether an individual teacher has a current mentor. This study examined provision, current mentor assignment, and digital practice across five Asian education systems. Methods – We linked principal and teacher records from the Teaching and Learning International Survey (TALIS) 2024 lower-secondary sample in Japan, Korea, Shanghai (China), Singapore, and Viet Nam. Estimates used final weights and 100 Fay-adjusted balanced repeated replication weights; pooled models gave each system equal aggregate weight. Findings – Provision did not consistently correspond to individual assignment. Among 1,995 teachers with valid assignment and digital-practice data, current assignment was associated with higher whole-class digital instruction (B = 0.42) and individualized digital instruction and assessment (B = 0.36); both associations met the Bonferroni-adjusted threshold. Interaction tests did not detect between-system heterogeneity. In the Form B sensitivity analysis, the whole-class association persisted (B = 0.50, p = .003), but the individualized estimate was not statistically detectable (B = 0.27, p = .107). The association with intended career continuation varied across systems. Research implications – Policymakers should record whether teachers receive an assignment and whether mentoring covers digital pedagogy; program availability alone cannot establish either. Originality – Linking principal and teacher reports within schools separates school-level provision from current assignment when examining digital teaching practice. However, these cross-sectional associations do not establish causal effects.]]>
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