Abstract

This paper examines the impact of mentoring in primary education. The research undertaken with primary education teachers working in schools of the Achaia Region, (Greece), analyses their beliefs and attitudes towards the implementation of mentoring and the relation of these attitudes with demographic data.
Theories regarding the meaning, process, techniques and benefits of mentoring are explored in the first part in order to explain the impact of a mentor in a school environment. The second part presents and interprets the data collected and detects the relation between teachers´ attitudes and demographic data.

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