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Introduction:

Mentoring plays a crucial role in supporting novice teachers in their professional growth and development. This thesis aims to explore the various ways in which mentoring can contribute to the success of novice teachers in their early teaching careers. By providing guidance, support, and feedback, mentors can help novice teachers navigate the complexities of the classroom, develop their teaching skills, and ultimately become effective educators. The research conducted in this thesis will shed light on the importance of mentoring in the field of education and provide recommendations for how mentoring programs can be enhanced to better support novice teachers.

Table of Contents:

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 The Importance of Mentoring in Teaching
2.2 Characteristics of Effective Mentoring Programs
2.3 The Impact of Mentoring on Novice Teacher Retention
2.4 Models of Mentoring in Education
2.5 Challenges Faced by Novice Teachers
2.6 Mentoring as Professional Development for Novice Teachers
2.7 Support Networks for Novice Teachers
2.8 Mentoring and Teacher Self-Efficacy
2.9 The Role of School Leaders in Mentoring Programs
2.10 Theoretical Frameworks for Mentoring in Teaching

Chapter 3: Research Methodology
3.1 Research Design
3.2 Data Collection Methods
3.3 Sampling Strategy
3.4 Data Analysis Techniques
3.5 Ethical Considerations
3.6 Researcher Bias
3.7 Validity and Reliability
3.8 Limitations of the Study

Chapter 4: Discussion of Findings
4.1 Overview of Findings
4.2 Themes Emerging from the Data
4.3 Implications for Practice
4.4 Recommendations for Future Research

Chapter 5: Conclusion and Summary
5.1 Summary of Findings
5.2 Conclusions
5.3 Contributions to the Field
5.4 Recommendations for Policy and Practice
5.5 Conclusion

Thesis Overview:

The role of mentoring in supporting novice teachers’ professional growth is a critical topic in the field of education. This thesis explores the importance of mentoring in helping novice teachers navigate the challenges of their early teaching careers and develop into effective educators. Through a comprehensive literature review, research methodology, and discussion of findings, this thesis aims to provide insights into the ways in which mentoring can support novice teachers and contribute to their professional development. The findings of this research have implications for policy and practice in education, as well as recommendations for enhancing mentoring programs for novice teachers.

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