The Effectiveness of the Mentoring Model on the Performance of Newly Hired Teachers in Qarabagh and Muqar Districts of Ghazni Province

Using educational models such as mentoring and coaching to help newly recruited teachers has a significant impact on addressing their professional and educational gaps. The aim of this article, which was conducted in the districts of Qarabagh and the capital of Ghazni province, is to examine the growth of professional capacity and knowledge of novice teachers after implementing a mentoring program. Numerous studies conducted by education experts worldwide have proven the effectiveness of mentoring and coaching programs in developing teacher capacity. This study used a qualitative method based on grounded theory. The statistical population of this study included teachers, administrators, senior staff, and educational and training specialists, whose opinions on the effectiveness of implementing a mentoring program on novice teachers in local schools in the districts of Qarabagh and the capital of Ghazni province were examined through questionnaires and interviews with the target group. The research findings show that the implementation of the mentoring model in Qarabagh and Muqar districts of Ghazni province has been much more effective than traditional and classical training methods in developing professional capacity, increasing subject knowledge, and dealing with administrative and psychological challenges of novice teachers. For example, novice teachers who received advice on how to deal with challenges through the mentoring program throughout the year found the program effective and useful and resolved their challenges. Also, their enthusiasm and interest in the teaching profession has increased.