THE COMPONENTS OF AN EFFECTIVE MENTORING PROGRAM FROM TURKISH SCHOOL LEADERS' PERSPECTIVE

Abstract

It is common knowledge among researchers that new teachers, faced with numerous difficulties in the workplace, are more likely to leave the profession within their first few years. In an attempt to counteract this problem, mentoring can be used to help overcome these difficulties and better prepare novice teachers to continue in their chosen career. In this study, the researcher explores the components shaping effective mentoring programs in Turkey. To this extent, the researcher employed a qualitative research methodology, interviewing principals working in urban elementary schools, in addition to performing document analysis to gather in-depth information regarding mentoring practices. The findings showed that principals consider both formal and informal mentoring to play a vital role in teachers' professional development. Additionally, the participants reported that to be effective, mentoring programs must include: (a) program vision, (b) institutional commitment and support, (c) informal support, (d) quality mentoring, (5) professional standards, (e) classroom-based teacher learning, and (f) formal performance feedback. In a conclusion, Turkish policymakers, researchers, and educators should implement the essential components of effective mentoring programs if they wish to minimize attrition by novice teachers.