Document Type : Original Article
Authors
1
PhD Student in Educational Management, Marand Branch, Islamic Azad University, Marand, Iran
2
Assistant Professor of Educational Management, Department of Educational Management, Marand Branch, Islamic Azad University, Marand, Iran
3
Associate Professor of Educational Management, Department of Educational Sciences, Shahid Madani University of Azerbaijan, Tabriz, Iran
10.30510/psi.2022.302574.2242
Abstract
Education in Iran is unfortunately caught up in a process of traditional and inefficient methods. Traditional approaches and methods have led to the analysis of the power of the educational system. Accordingly, the purpose of this study is to investigate the importance of the elements and components of mentoring new teachers in the country's educational system. The present study is applied in terms of purpose and mixed in terms of method. Quantitative and qualitative methods were used to collect data. In the qualitative part, reference was made to specialists and experts and a quantitative part of the researcher-made questionnaire was used. The statistical population of the qualitative section was all specialists in the field of educational management, experienced teachers and specialists in the field of education that 17 people were selected as a sample by non-random method. The statistical population of the quantitative section included 1928 newly hired teachers in East Azerbaijan province, who were selected according to Morgan's table of 320 people. In order to identify the factors, semi-structured interview method was used. MAX-QDA18 software was used to prioritize and be aware of the importance of the components. The results showed, organizational and macro factors that according to the results, priority is given to organizational factors. In terms of priority areas with organizational strategies. Mentoring strategies organizational, and extra-organizational strategies that, organizational strategies. Priority in intervening situations is with extra-organizational strategies. Consequences include organizational, individual, and extra-organizational consequences, and according to the results, priority is given to individual consequences.
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