Evaluating perspectives of novice primary school teachers concerning experienced peer mentoring and administrative support

Abstract

This study focused on assessing the extent to which novice teachers undertaking their two-year period of employment process get peer mentoring from experienced teachers and are supported by their respective administrative personnel, in Northern Cyprus. Contemporary pressures push education in furthering quality, much more so in developed countries where professional competency of teachers is an important factor in aiding such an advance. Training teachers in best possible ways and enhancing their professional skills will no doubt improve the quality of education, as well. First several years can be quite challenging for novice teachers in North Cyprus, and such hardships can affect their performance in classrooms. Therefore, professional support offered in this period can be significantly rewarding for these teachers. In this study, we worked on identifying the efficiency of mentoring novice teachers get from their supervisors, school principals and experienced peers by studying opinions of administrators and teachers on the issue. Data collection employed the qualitative semi-structured interview method, and study sample consisted of primary school administrators and experienced as well as novice teachers employed in primary schools within the Iskele district in North Cyprus. Our findings demonstrated that novice teachers go through difficulties due to lack of experience, insufficient education materials, differing fields of study, and adaptation to conditions of rural lifestyle. Additionally, supervisors appointed by the ministry were found to fall short of peer mentoring and professional support, and school administrators were found to engage in ineffective leadership measures. Finally, current specifications of the employment process for novice teachers were found to lead to numerous unfavourable impacts.