The purpose of this study was to examine the relationships between mentoring and coaching experience, teachers’ self-efficacy, and job satisfaction. Moreover, the researchers investigated the differences among the group of years of teaching experience of vocational teachers. Structural equation modelling (SEM) and one-way ANOVA were used for analysing the data from 614 participants from five areas in Thailand. The study found positive relationships among the mentoring and coaching experience, teachers’ self-efficacy and job satisfaction. There was a significant difference among the group of years of teaching experience in the mentoring and coaching experience of the teachers. These results could be applied in a policy presentation for the education sector to consider driving teacher professional development programmes through mentoring and coaching, especially in the context of vocational teachers. Findings suggest each life phase of the teachers’ career demonstrated what administrators should consider when organising professional development programmes in colleges or schools.
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