The mentor's role in the Greek educational system: Teachers' points of view of Thessaloniki Prefecture in relation to the institution application
Published:
Jun 3, 2017
Keywords:
mentoring collaborative professional culture institution-school incorporation
Abstract
The objective of this research is to investigate how primary school teachers in Greece perceive teacher mentoring as a supporting structure. The study aims to explore
teachers’ beliefs regarding the necessity of teacher mentoring and whether it can be
considered an effective response to teachers’ needs. In total, 215 primary teachers participated in the study. Statistical analysis of the questionnaire data was performed using the statistical software S.P.S.S. 22. All variables have been tested on the basis of gender and teaching / working experience. Additionally, the conditions under which the institution can be applied (Section E1) have been also tested in connection with typical and additional qualifications. After that, there has been a thorough analysis on the findings coming from the Crosstabs files and the emerging correlations. The research results have revealed that teachers agree to the critical implementation of mentoring within a pilot program that will use critically research findings and successful structures that have been applied to programs abroad, making the necessary adaptations to the Greek context. The integration of the mentoring in schools seems to be serving both teachers' and pupils' needs by supporting professional practice, enhancing teaching quality and developing a collaborative professional culture.
teachers’ beliefs regarding the necessity of teacher mentoring and whether it can be
considered an effective response to teachers’ needs. In total, 215 primary teachers participated in the study. Statistical analysis of the questionnaire data was performed using the statistical software S.P.S.S. 22. All variables have been tested on the basis of gender and teaching / working experience. Additionally, the conditions under which the institution can be applied (Section E1) have been also tested in connection with typical and additional qualifications. After that, there has been a thorough analysis on the findings coming from the Crosstabs files and the emerging correlations. The research results have revealed that teachers agree to the critical implementation of mentoring within a pilot program that will use critically research findings and successful structures that have been applied to programs abroad, making the necessary adaptations to the Greek context. The integration of the mentoring in schools seems to be serving both teachers' and pupils' needs by supporting professional practice, enhancing teaching quality and developing a collaborative professional culture.
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Παππά Ε., & Ιορδανίδης Γ. (2017). The mentor’s role in the Greek educational system: Teachers’ points of view of Thessaloniki Prefecture in relation to the institution application. Hellenic Journal of Research in Education, 6(1), 112–130. https://doi.org/10.12681/hjre.13782
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- Vol. 6 No. 1 (2017)
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