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The final instrument yielded two dimensions: general and personal efficacy, with Cronbach’s alpha confirming optimal internal consistency. Data from 128 respondents showed significant differences by completion of mentoring-skills training and by the specific type of mentoring practice, while other examined variables showed no significant effects.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nMichal Novocký, 1  \nAssistant professor,  \nDepartment of Pedagogy, Pavol Jozef Šafárik University in Košice, Slovakia  \n[michal.novocky@upjs.sk](michal.novocky@upjs.sk)  \n[ORCID](ORCID: 0000-0002-9960-8555)[: 0000-0002-9960-8555](ORCID: 0000-0002-9960-8555)  \nRenáta Orosová,2  \nAssociate Professor,  \nDepartment of Pedagogy, Pavol Jozef Šafárik University in Košice, Slovakia  \n[renata.orosova@upjs.sk](renata.orosova@upjs.sk)  \nORCID: 0000-0001-7975-956X  \nVolodymyr Starosta,3  \nProfessor,  \nDepartment of Pedagogy, Pavol Jozef Šafárik University in Košice, Slovakia  \n[volodymyr.starosta@upjs.sk](volodymyr.starosta@upjs.sk)[ ](volodymyr.starosta@upjs.sk)[ORCID](ORCID: 0000-0002-5880-2482)[: 0000-0002-5880-2482](ORCID: 0000-0002-5880-2482)  \nAbstract. This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers with regard to mentoring student teachers on placement. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed, while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. The research group consisted of 128 respondents cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice. The majority of them comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion of training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice, teaching qualifications, and position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings  \n1 Corresponding author, responsible for conceptualisation, methodology, investigation, and writing – original draft.  \n2 Co-author, responsible for conceptualisation, methodology, investigation, writing – original draft, and funding acquisition.  \n3 Co-author, responsible for writing – critical review, editing, and visualisation.  \nprobably indicate that further education focused on mentoring boosts mentor teachers’cooperating with Pavol Jozef Šafárik University in Košice trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.  \nKeywords: mentor teachers; mentoring; self-perceived efficacy; school; student of teaching.  \n1. INTRODUCTION  \nEntry into school practice is a fairly complicated process for teachers at the beginning of their careers, and it is influenced by numerous factors. On the one hand, ongoing cooperation and communication between the university and the schools offering teaching practice opportunities need to be maintained; on the other hand, the staff capacity of these schools can be limited. Students confronted with a new environment and its specificities, including pupils and their learning, need advice and feedback from an experienced teacher (who also believes in the effect of mentoring and mentoring competencies) to facilitate their professional development. This teacher actively assumes the role of a mentor (Garcia & Badia, 2","cbCaiahLXrxyqFEX","https://ap.wps.com/l/cbCaiahLXrxyqFEX","pdf",349859,13,"English","# Introduction\n## Mentoring definitions and roles\n## Evidence on mentoring impact","[{\"question\":\"What is the study’s main objective?\",\"answer\":\"To analyze variables that influence mentor teachers’ self-perceived efficacy when mentoring student teachers during placement.\"},{\"question\":\"How was mentor efficacy measured and validated?\",\"answer\":\"The Mentor Efficacy Scale (Riggs, 2000) was adapted and then examined using exploratory factor analysis (principal component analysis with promax rotation), resulting in two dimensions: general and personal efficacy.\"},{\"question\":\"Which factors showed statistically significant differences in efficacy?\",\"answer\":\"General efficacy differed according to completion of training focused on developing mentoring skills, and personal efficacy differed according to the specific type of practice mentor teachers were mentoring.\"}]","FACTORS INCREASING SELF-PERCEIVED EFFICACY OF MENTOR TEACHERS - GENERAL AND PERSONAL EFFICACY | PDF",1792066873,33]