Didactic Mentoring as a Strategy for Enhancing Professional Resilience in Beginning Primary School Teachers

This paper examines how didactic mentoring helps beginning primary school teachers build professional resilience. Moving from initial university preparation to full teaching duties is a crucial stage. Novice teachers often face emotional, cognitive, and professional challenges that heavily impact their early career adaptation, job satisfaction, and retention. In this context, mentoring serves as a structured, supportive relationship that helps teachers integrate into the profession, encourages reflective practice, and promotes continuous professional development. This study aims to explore how didactic mentoring specifically helps build resilience in beginning teachers. It also identifies key mentoring practices that boost professional confidence, stability, and teaching effectiveness. Methodologically, the research employs an interpretive design using semi-structured interviews and focus groups with both beginning teachers and mentors. I analyzed the data through thematic analysis, focusing on recurring patterns in mentoring experiences and professional adaptation. The findings suggest that effective didactic mentoring improves adaptive coping strategies, strengthens professional resilience, and enhances pedagogical self-efficacy. Furthermore, structured mentoring relationships reduce burnout risks while increasing motivation and self-efficacy. In conclusion, didactic mentoring is a key strategy for fostering professional resilience. These findings have significant implications for teacher induction programs and the long-term development of primary education.