Author: Dr. Nilmoni Saha Roy
DOI Link: https://doi.org/10.70798/Bijmrd/04030029
Abstract: Mentorship has emerged as a critical mechanism in professional development, particularly in the education sector, where teacher competence and job satisfaction are closely intertwined with student outcomes and overall school performance. This research article examines the multifaceted role of mentorship in shaping teachers’ pedagogical skills, classroom management abilities, professional identity, and emotional wellbeing. By synthesizing theoretical perspectives from educational psychology, adult learning theory, and organizational behavior, this study highlights the mechanisms through which mentorship fosters competence and satisfaction among teachers. Drawing upon case studies, empirical research, and conceptual frameworks, the article also investigates challenges, best practices, and policy implications for mentorship programs. Ultimately, mentorship is presented as not merely a supportive relationship but a transformative intervention that enhances teacher efficacy, cultivates professional growth, and contributes to sustainable educational quality.
Keywords: Mentorship, Teacher Competence, Job Satisfaction, Professional Development, Classroom Management, Pedagogical Skills, Teacher Retention, Educational Leadership.
Page No: 216-222