Iranian Journal of Educational Sociology 2645-3460 9 March 2026 2026 01 10 Identifying the Antecedents and Consequences of Peer Mentoring among History Faculty Members in Iraqi Universities Identifying the Antecedents and Consequences of Peer Mentoring among History Faculty Members in Iraqi Universities 1 9 10.61838/kman.ijes.1409 EN Journal Article 2025 06 10 <p><strong>Purpose: </strong>This study aimed to identify and analyze the antecedents and consequences of peer mentoring among history faculty members in Iraqi universities.</p> <p><strong>Methods and Materials: </strong>The research adopted a qualitative exploratory design using the Attride–Stirling thematic analysis approach. Semi-structured interviews were conducted with 21 experts, including 15 specialists in academic human resource development and 6 university professors of history, selected through purposive theoretical sampling based on theoretical saturation. The interviews were transcribed, coded, and analyzed to extract descriptive codes, basic themes, organizing themes, and overarching global themes representing antecedents and consequences of peer mentoring. The trustworthiness of the study was verified using Lincoln and Guba’s (1985) criteria of credibility, transferability, dependability, and confirmability.</p> <p><strong>Findings: </strong>The results revealed 24 key themes—13 antecedents and 11 consequences—illustrating that peer mentoring functions as a cyclical and self-reinforcing developmental process. Antecedents such as team spirit, organizational trust, learning-oriented leadership, professional ethics, and communication skills were identified as vital preconditions for effective mentoring. Consequences included professional and personal development, knowledge sharing, psychological empowerment, career advancement, leadership skill development, and the strengthening of social capital. The findings indicated that trust, collegiality, and institutional support are central to sustaining mentoring relationships, while the outcomes extend beyond individual growth to organizational learning and innovation.</p> <p><strong>Conclusion: </strong>Peer mentoring among history faculty members in Iraq enhances both individual and institutional capacities through shared learning, trust-building, and professional collaboration. It fosters organizational cohesion, leadership development, and social capital, highlighting its value as a strategic mechanism for faculty development and academic advancement.</p> https://qijes.com/index.php/ijes/article/download/1409/1423