Abstract:

Teaching in primary education constitutes a demanding albeit challenging task for almost all novice and even more experienced teachers who strive to become effective professionals in classrooms. Such a laborious effort can be effectively guided and supported by mentors who inter alia are charged with the task to counsel and support novice teachers during their first steps in the real school settings. Mentor's influence significantly contributes to teachers’ professional growth since it substantially helps them develop rapidly, vividly and creatively their instructional abilities. Given the demanding nature of mentor’s role and the critical impact that a mentor can have on the professional personality of the novice teacher, fostering mutual respect and collaboration between the teacher and mentor can become crucial if thriving educational development has to be accomplished and established in real school life.

As regards the Greek educational system a Mentor in primary education (Pedagogical Advisor) is officially responsible to serve as a role model in order to promote the professional skills of trainees, provide supporting guidance, advice, educational, instructional and pedagogical information, encouragement and motivation to new colleagues in primary schools. Despite however the law’s provisions for the professional and educational responsibilities of the Mentors many more issues regarding their role have to be addressed if their intervention in shaping novice teachers professional personalities has to be successful.

Recent research data suggest that there is a persistent need for Greek educational system to investigate how strongly effective teaching methods are linked to effective mentoring. This study aims to evaluate the opinions of primary school teachers in Greece, specifically in the capital region of Attica. The goal is to investigate the role of mentors in providing effective guidance to novice teachers and in fostering their professional development. The study based on a quantitative survey conducted among primary school teachers, examines how mentors can help teachers enhance their professional growth.

For data collection a questionnaire was created using Google Forms consisting of closed-ended questions divided into three parts. The first part comprises demographic and work-related queries about teachers. The second focuses on the features and adequacy of support and guidance that mentors provide to teachers. The third part includes specific questions regarding teachers’ suggestions about the enhancement and development of mentors’ role in primary education.

The results of the present survey showed that many teachers need support or guidance in their daily school routine, the majority of them reported that mentorship is necessary within the school unit and this is why most teachers were in favor of having a mentor in their school-life. The study examined how educators characterize the relationship between mentor and guided teacher. Most participants viewed the relationship as fruitfully advisory and guiding. Finally the study explored to what extent and in what ways educators believe a mentor should cautiously act in order to help the guided teacher to efficiently evolve and grow professionally. According to the participants mentors should help and guide them to adopt, implement modern methods of assessing student performance, widely improve their teaching style and effectively manage their daily work-related stress.

Keywords:

Mentor, professional development, primary education, Greece.