The Institution of Mentoring in the Greek Educational System

Every newly appointed teacher, at the beginning of their professional career, needs encouragement and proper guidance in order to integrate smoothly into the school environment.This important role is undertaken by the mentor, a widely accepted figure who can significantly contribute to the support and guidance of the newly appointed teacher.The present study aims to explore the role of the mentor within the Greek educational system and to document their duties and actions.Furthermore, this research identifies the factors that influence the mentoring relationship and contribute to its success or failure, as well as the benefits that educators derive from a successful mentoring experience.A key finding of this research is the observation that, while in many other countries new teachers have been supported for years through the institution of mentoring, in Greece it has only recently been introduced into the educational system.Additionally, research conducted mainly abroad, involving teachers who had participated in mentoring relationships, showed that they were more informed about the curriculum, had better relationships with colleagues and students' parents, used a variety of teaching tools and methods, provided more motivation for learning and collaboration, and experienced greater job satisfaction.On the other hand, teachers who did not receive mentoring support were often preoccupied with issues of classroom discipline and organization.Therefore, the mentor plays a crucial role, as they help new and newly appointed teachers face emerging challenges and provide significant support in the execution of their teaching and pedagogical work.