Abstract
This paper contains the results of a study on beginning teachers’ views regarding the successful induction to the teaching profession, retention in it and the role of mentoring in this process. The study was conducted in 2018 within "The Art of Mentoring the Transition from the University to the Educational Institutions" research project of Vratsa Branch of St. Cyril and St. Methodius University of VelikoTarnovo.The first 1-2 years of the beginning teacher’s career are considered to be the most difficult and critical periods of a teacher’s career. It is often described as a time of survival for any neophyte teacher. It takes much determination and perseverance from the new teacher to remain in the teaching profession, shape his/her professional identity and find their place in a community of practice. Those who are not helped to develop staying power, ultimately leave the profession and they constitute quite a high percentage. High attrition rates recognized as a global problem among the teaching community signal a worldwide need of adequate support for new teachers.Effective induction requires high-quality mentoring and a strong supportive school environment. Knowing and understanding the needs, expectations and attitudes of the beginning teacher is the best way to overcome the hardships of the induction period and to ensure his/her successful career start.
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