Vol. 2, Issue 1, Part A (2025)

Mentorship is widely recognized as a powerful tool in enhancing teacher competencies, particularly in the context of in-service training. This research aims to explore the role of mentorship in fostering professional development, focusing on its impact on teacher performance, skills acquisition, and career progression. In-service training programs are crucial for teachers to keep pace with educational reforms, technological advancements, and changing pedagogical methodologies. However, the effectiveness of these programs can often be limited by a lack of personalized guidance and support. Mentorship, when incorporated into such programs, can offer tailored support, promote reflective practice, and encourage the adoption of innovative teaching methods.
This paper reviews existing literature on mentorship in teacher education, specifically in relation to its role in enhancing the competencies of teachers during in-service training. It examines various models of mentorship, the benefits of mentor-mentee relationships, and the factors that contribute to successful mentoring practices. Additionally, the research identifies the challenges that both mentors and mentees face in the mentoring process, such as time constraints and the need for professional development in mentorship skills.
By synthesizing findings from previous studies, the paper aims to provide insights into how mentorship can be effectively integrated into in-service training programs to maximize teacher development. The hypothesis posits that mentorship significantly contributes to the improvement of teacher competencies, leading to better teaching outcomes and increased job satisfaction. The results of this research aim to inform policy and practice in educational institutions, particularly in designing and implementing mentorship frameworks for teacher development.