EXAMINING MENTORING IN THE TRAINING OF SCHOOL ADMINISTRATORS AND TEACHERS

The purpose of this study was to examine the perceptions of vice principals and primary school teachers on mentoring roles of their school principals. The qualitative research design was employed, using criterion sampling and maximum variation for performing purposeful sampling technique. Data were collected through semi structured interviews with 10 vice principals and 10 teachers. In this study the data obtained were analyzed via descriptive analysis technique. Results indicated that participants are aware of being supported by their school principals. Moreover, participants highlighted the importance of having professional development opportunities in schools. Results illustrated that level of teachers collaboration in schools doesn’t meet expectations of participants. Results also pointed out that mentoring process is crucial in the professional and social development of school administrators and teachers.