The role of mentorship in teacher induction period

The topic of my thesis is “The role of mentorship in teacher induction period”. I have chosen this topic because when I started to work two years ago I faced many challenges starting from classroom management to various bureaucratic tasks. The purpose of this study is to explore the effectiveness of mentorship relationships in addressing the beginning teachers’ challenges in their induction period.

It is known that teaching is a challenging and complicated profession and the requirements can be overwhelming especially for beginning teachers. Novice teachers face many challenges in their inaugural period of work such as learning the organizational structure of the school, developing curricula, writing lesson plans, implementing effective classroom management, and working with different students and their parents.

New teachers often obtain employment in school organizations with stable curricula. This means that in addition to getting accustomed to the structure and rules of the school, many novice teachers must align the school’s curricula with what was previously learned at university when student teaching. The dilemma of learning and developing in a new teaching context is always a complicated period. Very often first year teachers are undergone achievements and frustrations, by discovering the lows and praising the highs of their professional experience. Finally, it could bring to potentially negative consequences by making them resign from their profession. As a result, one-third will leave the profession in the first three years and nearly half will be gone within their first five years in the profession.

Besides commonly known and organizational challenges and difficulties of adjusting school culture and regulations, beginning teachers now face the challenges of the absence or very little support from senior teachers. Sometimes senior teachers refer to the lack of time; however, this part of a job is usually free of charge. I do believe that the support from senior colleagues could have decreased the half of beginning teachers’ challenges.

3 thoughts on “The role of mentorship in teacher induction period

  1. Dear Samal,

    The topic of your research is really actual nowadays. It is true that culture of mentorship is not fully developed in our educational system yet. I agree with you, and would like to add: one of the main issues, I believe, is a lack of support from senior management team. There is a claim, that If school principal hires a new teacher, he/she expects from her/him highly performing students and excellence without any continuous training provided for them.. So i think, first, senior managers should mentor their staff, then ask teachers to do so..
    Thank you.

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    1. Thank you very much Gulzina! I appreciate your comments. The thing you have mentioned is really important and this is true that newly come teacher feels pressure instead of support from school administration. I did not mention this issue before in my thesis but I will definitely include it))) Thanks a lot!

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  2. Dear Samal,

    As a new teacher at GSE, I can certainly relate to what you say! I definitely need a mentor, and one has been provided to me.

    I have one comment about organization. If your post is about the importance of mentorship, I think it would have helped your coherence to use the term in both the second and third paragraphs–tying the idea of mentorship to what you mentioned in the introductory first paragraph. As it was, your main idea is left until the very last sentence.

    About grammar: You say, “Very often first year teachers are undergone achievements and frustrations….” Put that in active, not passive, voice. Correction: Very often first year teacher UNDERGOES…

    All in all, a nice post with a natural way of expressing yourself.

    4.5 out of 5

    Like

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