MENTORING AS A FACTOR TO MAINTAIN YOUNG TEACHERS IN THE EDUCATIONAL SYSTEM

Abstract

The inclusion of young teachers in the education system requires logistical and emotional support, feedback and trustworthiness. Mentoring in education is refined as a multifaceted model and a factor for including and retaining young teachers in school. The professional development of teachers goes through stages: academic education, introductory stage, professional and career development. Mentoring is implemented through these three stages in different dimensions. At the stage of academic education, the role of the mentor includes: academic teachers and mentor-teachers in which the internship and the pre-graduate practice take place. At the introductory or initial stage, the role of the mentor is assumed by a senior colleague from the same school. At the stage of professional and career development, educators are also involved in the role of a mentor, apart from school colleagues. In the educational system, the mentoring of young teachers is influenced by factors such as motivation and the subjective well-being in practicing the teaching profession, school culture, time periods of the school year, experience transfer, geographic location, areas of mentoring, personal characteristics of mentor and mentee. It is important to take into account the stages of development of experience of new teachers. On the basis these influences semi-structured interviews are conducted with 30 young teachers / first year / and 30 students from pedagogical specialties from Bachelor and Master Programs. The focus of the interviews is the idea that young people have for the mentor. The obtained results show high expectation on future mentors, which is indicative of the fact that mentoring relations are a component of the development and the assessment of staff in an institution or organization. When young teachers start working in the school organization, challenges will appear. Young teachers are more creative, more dynamic, and with more current theoretical knowledge. They are about to gain experience, to meet the professional requirements and to be successful. All of the interviewed people (100%) respond positively to the question of whether they feel that it is necessary to have a mentor when start working. According to the respondents, the mentor should introduce the nature of the actual work (57%); to provide support (100%); to give guidance and advice (98%); be patient (87%), caring (57%); be ready and willing to share experiences (87%); to work in a team and understanding with the mentee (100%), to create and maintain good relationships and good interaction (100%), to be able to listen and encourage (64%); motivate and persuade (86%); to guide mentee when necessary to advise, not to impose personal approach (98%); to be able to evaluate the skills of mentees (32%); to create a sense of security (98%).
The respondents present real and pragmatic requirements to the current and future mentor. Participants in the study give a definition that the mentoring is a voluntary process in which the mentor provides assistance, support, information and guidance for carrying out work tasks and practical skills. With the clearly outlined vision of young teachers and students for the mentor, it is important that mentors themselves respond to needs and realize synergy between requirements and outcomes. Only in this context, mentoring will be a strong factor in involving and retaining young teachers in the education system.