The Role of Mentoring in the Professional Development of a Teacher

Introduction. Mentoring is an important element of the continuing professional education system, ensuring the continuous professional development and improvement of teachers. In the context of rapid changes in the educational environment, the introduction of digital technologies, the updating of federal state educational standards, and growing demands on the quality of teaching, the role of mentoring is becoming particularly important. The aim of the study is to identify and analyze the motivation of mentors to participate in mentoring programs, as well as to systematize the factors that determine the effectiveness of the mentoring process.Materials and Methods. The study involved 321 teachers from various educational organizations, which ensured the representativeness of the data and allowed for a comparison based on level of experience. Quantitative and qualitative data on teachers’ perceptions of the mentoring system were obtained using a hybrid questionnaire combining closed and open questions, rating scales, and demographic indicators. Significant correlations between professional experience, participation in mentoring programs, and perceived effectiveness were identified using mathematical statistics methods (mean values, standard deviations, correlation coefficients, percentage distribution).Results. Teachers consider mentoring to be an effective tool for professional development, contributing to the growth of competencies, personal improvement, and the strengthening of the professional community. Representatives of the middle age group reported the highest satisfaction with mentoring activities, which indicates a harmonious combination of experience and motivation to transfer knowledge. The effectiveness of mentoring is largely determined by the personal qualities of the mentor–responsibility, diligence, respect for their mentees, and internal motivation. At the same time, social recognition and support for mentors remain important conditions for the successful implementation of mentoring programs.Discussion and Conclusion. The study empirically confirmed the high significance of mentoring as an effective mechanism for professional development and the transfer of pedagogical experience. The practical significance of the work lies in the possibility of using the data obtained to improve mentoring models, develop methodological recommendations, and professional development programs for teaching staff. Prospects for further research are related to an in-depth analysis of the influence of mentors’ personal and professional characteristics on the effectiveness of interaction, as well as the development of diagnostic tools and digital models of mentoring processes. The results obtained are of interest to researchers in the field of pedagogy, specialists in the system of additional professional education, and heads of educational organizations.