A framework for mentoring novice teachers in primary schools: a qualitative study

Document Type : Original Article

Authors

1 Educational Administration, Faculty of Management, Kharazmi University

2 Department of Educational Administration Faculty of Management, Kharazmi University

10.22098/ael.2025.16030.1488

Abstract

Background and Objective: Despite mentoring being welcomed as an active approach, there is a lack of comprehensive information about its role in developing the skills of novice teachers.
research methodology: This research is applied in terms of purpose and according to the method of data collection, it is a qualitative research of thematic analysis. The statistical population of the study was the resources related to the Professional development, mentoring and novice teachers. After reviewing the sources extracted from the databases, 73 sources were purposefully selected. To analyze the data, coding and thematic analysis methods were used and in order to validate the data, King et al methods were used.
Findings: After data analysis, A total of 29 basic themes and 9 organizing themes (needs of novice teachers, consequences of mentoring novice teachers, promoting factors, inhibiting factors, mentor characteristics, mentoring content and activities, main roles, evaluation, mentoring approaches) under the theme The elements that make up the process of mentoring novice teachers were included.
Conclusion: The systematic approach of the current research to the mentoring process of novice teachers, which has identified the elements involved and influencing the mentoring process, is the strength of the current research; In other words, the model presented in the current research can be used in various fields, including the policy making of teachers' professional growth, designing mentoring programs for novice teachers, school leaders' understanding of teachers' educational needs, and also determining criteria and indicators for the selection of mentors.

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Main Subjects


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