This paper presents pedagogical research on the role of teaching mentorship in supporting novice teachers in Romania, with a focus on professional skills development and integration into school communities. The study uses a mixed research design, combining quantitative data obtained through two standardized questionnaires with qualitative data from semi-structured interviews. Statistical analyses focused on comparisons between novice teachers and mentors in urban and rural areas, as well as the relationships between mentoring, institutional support, and the perceived self-efficacy of novice teachers. The results show that structured mentoring, school communities, and institutional support are complementary factors that positively influence the professional integration and confidence in their own skills of novice teachers. The qualitative dimension confirms these conclusions and highlights institutional barriers, such as bureaucracy or lack of resources, but also emerging opportunities, such as online communities. The study proposes recommendations at the educational, institutional, and individual policy levels, emphasizing the importance of mentoring as a pillar of teacher professionalization.
Monica Maier (Tue,) studied this question.