Factors Increasing Self-Perceived Efficacy of Mentor Teachers: General and Personal Efficacy

Abstract

This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. 128 mentor teachers cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice participated in the research. The majority of the research group comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice and teaching qualifications for the position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings indicate that further education focused on mentoring boosts mentor teachers’ trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.