The contribution of mentors to support beginning teachers: The case of primary schools
DOI:
https://doi.org/10.61841/tpzyvp28Keywords:
Beginning teachers, Contribution, Mentors, Primary school, SupportAbstract
The purpose of this study was to assess the contribution and responsibilities of mentors in
supporting beginning teachers in primary schools. Its’ internal consistency was 0.85.Mentors,
beginning teacher, and principal respondents were selected randomly to fill out the questionnaire
properly. Data gathered from 33 mentors, 63 beginning teachers, and 14 principals were analyzed
and interpreted. Furthermore, portfolio of beginning teachers and information obtained through
observation were incorporated. The findings of the study indicated that mentors did not support
fresh teachers effectively, although mentors seem good in knowing their contribution and
responsibilities. Absence of training, shortage of time and logistic, lack of interest, little number of
experienced teachers in remote schools and absence of planned regular meeting were identified as
crucial factors that affect mentoring relationship. The relationship between mentors and beginning
teachers was found good. Accommodating students’ difference, in- effective evaluation, and
absence of well developed content knowledge were identified as problem facing the novice
teachers. Providing mentoring training, encouraging experienced teachers to retain in the remote
schools for longer years, appropriate support by district expert and sharing experience from
experienced teachers are some of the possible solutions.
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