Background/purpose: The European Union's approach to teacher mentoring emphasizes three primary dimensions: professional, institutional, and personal support. Personal support (PS) is deemed crucial for teacher candidates and newly qualified teachers. Although various elements have been identified, a comprehensive model of PS is lacking. This paper aims to bridge this gap by creating a theoretical framework for PS that can enhance mentoring practices and mentor training. Materials/methods: A unique combination of research methods was employed. A semi-structured expert group interview was conducted to collect the most important elements of PS. Mind mapping was used to identify the interconnections among these elements. Based on the mind map, an integrative literature review was conducted to assess the importance of the identified elements and their interrelationships, which can establish a coherent theoretical model of PS. Results: The literature review confirmed the significance of the five areas--change, learning, emotions, professional identity, and reflection. Their interrelationships, in various pairings, were also supported by the literature. These results culminated in an original theoretical system: the dynamic-transitional model of PS. Conclusion: The paper suggests practical applications of the dynamic-transitional model for mentors, the development of mentor training, and further research.