The study examined the effect of mentoring on the professional development of new faculty members in six selected technical universities in Ghana. The variables analysed under new faculty professional development comprised of teaching skills, research output, rapid promotion and community services. The target population for the study comprised 200 new faculties. The census approach was used to enumerate all the members within the study population. The study employed the descriptive research design to describe the state of affairs in these technical universities, and it was cross-sectional in nature. Data was collected through a survey with a Faculty Mentor Questionnaire which was measured on a six-point Likert scale, and was analysed with descriptive and inferential statistics. Data was presented in tables. The study found that mentoring significantly and positively affects all the variables of new faculty professional development analysed. The study recommends that, Heads of Technical Universities, Deans and Heads of Departments should strongly advocate for and ensure the enforcement of mentoring policies and practices to help support the professional development of early faculties in their current and future job assignments.