Relationship between Mentor Teachers’ Mentoring Functions and Beginning Teachers’ Subjective Happiness

Abstract

According to the Turkish Ministry of National Education Teacher Appointment and Substitution regulation, beginning teachers are subjected to a training period for the first six months of their recruitment. This newly launched program aims to train beginning teachers through a master-apprentice relationship, which can be defined as a mentoring program. The purpose of this study was to examine the relationship between the level of subjective happiness of beginning teachers working at state schools and the mentoring functions their advisers perform with regard to various variables. Quantitative analysis was used, and the data were gathered through the Mentoring Functions scale, which was developed by Noe (1988) and the Subjective Happiness scale, developed by Lyubomirsky & Lepper (1999). The sample of the study included 171 beginning teachers from three districts of I stanbul province. Correlation and regression analysis revealed that there is a moderate, positive and significant relationship between the level of subjective happiness of trainee teachers and the level of mentoring functions their advisors perform. The mentoring functions the advisor teachers performed were found to be a significant predictor of the level of subjective happiness of trainee teachers. For this reason, mentor selection, mentor-mentee match and other mentoring processes should be well structured.

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

“…In contrast, mentoring has two main functions, career counselling and psychosocial support. However, these functions have diversified in today's changing society and organizational life [24,25]. Based on their own experiences, mentors share their knowledge and advice with the mentee to help him/her improve their professional and individual skills.…”

Türkiye’de Aday Öğretmen Yetiştirme Programı: Bir Meta Sentez Çalışması

“…As a matter of fact, it was determined in relevant studies that consultant teachers did not have sufficient knowledge regarding the training processes, they showed reluctance towards candidate teachers from time to time, and had problems in the awareness and motivation of their duties (Ocakcı & Samancı, 2018;Özen, Kılıçoğlu & Yılmaz-Kılıçoğlu, 2019;Sarıca & Özpolat;. In the study that was conducted by Yirci, Özalp & Kocabaş (2018), it was determined that the mentoring functions of consultant teacher were a significant predictor of the subjective happiness levels of candidate teachers. When all these results are evaluated together, it is possible to speculate that selecting mentor teachers from among volunteering teachers who are qualified to perform this duty, reducing the workloads of counselor teachers, or making additional payments will contribute to mentoring practice.…”