ejcrEurasian Journal of Current Research in Psychology and PedagogyEurasian Journal of Current Research in Psychology and Pedagogy2959-39992959-4006Университет «Туран»10.46914/2959-3999-2025-1-4-49-56ejcr-281Research ArticleПедагогика и методика образованияPedagogy and methods of educationПсихологическое влияние наставничества на начинающих преподавателей английского языкаThe psychological impact of mentorship on early-career english teachershttps://orcid.org/0000-0001-8555-9994БеркинбаеваГ. О.BerkinbayevaG. O.

PhD

г. Алматы

PhD

Almaty

g.berkinbayevaa@gmail.comhttps://orcid.org/0009-0001-2617-6915РазымханГ. Т.RazymkhanG. T.

магистрант

г. Алматы

Master student

Almaty

gulnazrazymkhan@gmail.comКазахский национальный женский педагогический университетКазахстанKazakh National Women’s Teacher Pedagogical UniversityKazakhstan202507022026044956Copyright © Беркинбаева Г.О., Разымхан Г.Т., 20262026Беркинбаева Г.О., Разымхан Г.Т.Berkinbayeva G.O., Razymkhan G.T.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://ejcrpp.turan-edu.kz/jour/article/view/281

В данной статье рассматривается психологическое воздействие наставничества на начинающих учителей английского языка, с особым акцентом на то, как отношения наставничества формируют профессио­ нальное благополучие и приверженность профессии. Основываясь на всестороннем обзоре современной тео­ретической литературы и эмпирических исследований, статья демонстрирует, что хорошо разработанные программы наставничества играют решающую роль в снижении профессионального выгорания, укреплении уверенности в своих педагогических способностях и обеспечении необходимой эмоциональной поддержки в самые сложные первые годы преподавания. В исследовании анализируются различные модели наставничества и их психологические результаты, включая снижение стресса, развитие профессиональной идентичности и повышение стрессоустойчивости, а также рассматриваются проблемы, специфичные для контекста преподавания английского языка. Результаты показывают сильную корреляцию между высококачественным наставничеством и улучшением психологического благополучия, снижением текучести кадров и устойчивым профессиональным ростом среди начинающих педагогов. В заключение статьи приводятся практические рекомендации для образовательных учреждений, подчеркивающие важность внедрения структурированных и учитывающих контекст программ наставничества, направленных как на развитие педагогических компетенций, так и на удовлетворение психосоциальных потребностей начинающих преподавателей английского языка.

This article explores the psychological effects of mentoring on aspiring English teachers, focusing on its influence on professional well-being and commitment to the profession. Drawing on a review of contemporary theoretical and empirical research, it shows that effective mentoring programs significantly reduce burnout, enhance teaching confidence, and provide vital emotional support during the challenging early stages of a teaching career. The study examines different mentoring models and their psychological outcomes, such as stress reduction, professional identity formation, and increased resilience, while also addressing challenges specific to English language teaching. The findings reveal a strong relationship between high-quality mentoring and improved psychological well-being, lower attrition rates, and continuous professional development among novice educators. The article concludes with practical recommendations for educational institutions, highlighting the need for structured and context-sensitive mentoring programs that support both pedagogical skill development and the psychosocial needs of aspiring English teachers.

наставничествоначинающие преподавателипреподавание английского языкапсихологическое благополучиеудержание педагогических кадровсамоэффективностьпрофессиональное развитие.mentoringnovice teachersEnglish teachingpsychological well-beingteacher retentionselfefficacyprofessional development.ReferencesCarver-Thomas D., Darling-Hammond L. Teacher turnover: why it matters and what we can do about it. Learning Policy Institute, 2017. URL: https://learningpolicyinstitute.org/product/teacher-turnoverCarver-Thomas D., Darling-Hammond L. Teacher turnover: why it matters and what we can do about it. Learning Policy Institute, 2017. URL: https://learningpolicyinstitute.org/product/teacher-turnoverGreenier V., Derakhshan A., Fathi J. Emotion regulation and psychological well-being in teacher work engagement: a case of British and Iranian English language teachers // System, 2021, vol. 97, Article 102446. DOI: 10.1016/j.system.2020.102446Greenier V., Derakhshan A., Fathi J. Emotion regulation and psychological well-being in teacher work engagement: a case of British and Iranian English language teachers // System, 2021, vol. 97, Article 102446. DOI: 10.1016/j.system.2020.102446Mercer S., Gregersen T. Teacher wellbeing. Oxford University Press, 2020. URL: https://global.oup.com/academic/product/teacher-wellbeing-9780190065447Mercer S., Gregersen T. Teacher wellbeing. Oxford University Press, 2020. URL: https://global.oup.com/academic/product/teacher-wellbeing-9780190065447Eby L.T., Allen T.D., Hoffman B.J., Baranik L.E., Sauer J.B., Baldwin S., Morrison M.A., Kinkade K. M., Maher C.P., Curtis S., Evans S.C. An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring // Psychological Bulletin. 2013, vol. 139, no. 2, pp. 441–476. URL: https://doi.org/10.1037/a0029279Eby L.T., Allen T.D., Hoffman B.J., Baranik L.E., Sauer J.B., Baldwin S., Morrison M.A., Kinkade K. M., Maher C.P., Curtis S., Evans S.C. An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring // Psychological Bulletin. 2013, vol. 139, no. 2, pp. 441–476. URL: https://doi.org/10.1037/a0029279Ingersoll R.M., Strong M. The impact of induction and mentoring programs for beginning teachers: A critical review of the research // Review of Educational Research. 2011, vol. 81, no. 2, pp. 201–233. DOI:10.3102/0034654311403323Ingersoll R.M., Strong M. The impact of induction and mentoring programs for beginning teachers: A critical review of the research // Review of Educational Research. 2011, vol. 81, no. 2, pp. 201–233. DOI:10.3102/0034654311403323Jin P. The transformative power of mentorship on novice teacher success: a recent systematic literature review (2022–2024) // International Journal of Evaluation and Research in Education. 2025, vol. 14, no. 4. URL: https://ijere.iaescore.com/index.php/IJERE/article/view/24521Jin P. The transformative power of mentorship on novice teacher success: a recent systematic literature review (2022–2024) // International Journal of Evaluation and Research in Education. 2025, vol. 14, no. 4. URL: https://ijere.iaescore.com/index.php/IJERE/article/view/24521Johnson S.M., Kraft M.A., Papay J.P. How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement // Teachers College Record. 2012, vol. 114, no. 10, pp. 1–39. URL: https://www.tcrecord.org/Content.asp?ContentId=16624Johnson S.M., Kraft M.A., Papay J.P. How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement // Teachers College Record. 2012, vol. 114, no. 10, pp. 1–39. URL: https://www.tcrecord.org/Content.asp?ContentId=16624Maslach C. Burned-out // Human Behavior. 1976, vol. 5, no. 9, pp. 16–22. URL: https://www.researchgate.net/publication/277816278_Burned-outMaslach C. Burned-out // Human Behavior. 1976, vol. 5, no. 9, pp. 16–22. URL: https://www.researchgate.net/publication/277816278_Burned-outVygotsky L.S. Mind in society: the development of higher psychological processes. Harvard University Press. 1978. URL: https://www.hup.harvard.edu/books/9780674576292Vygotsky L.S. Mind in society: the development of higher psychological processes. Harvard University Press. 1978. URL: https://www.hup.harvard.edu/books/9780674576292Glazerman S., Isenberg E., Dolfin S., Bleeker M., Johnson A., Grider M., Jacobus M. Impacts of comprehensive teacher induction: final results from a randomized controlled study (NCEE 2010–4028). National Center for Education Evaluation and Regional Assistance, 2010. URL: https://ies.ed.gov/ncee/pubs/20104028/Glazerman S., Isenberg E., Dolfin S., Bleeker M., Johnson A., Grider M., Jacobus M. Impacts of comprehensive teacher induction: final results from a randomized controlled study (NCEE 2010–4028). National Center for Education Evaluation and Regional Assistance, 2010. URL: https://ies.ed.gov/ncee/pubs/20104028/Kutsyuruba B., Godden L., Bosica J. The impact of mentoring on the Canadian early career teachers’ well-being // International Journal of Mentoring and Coaching in Education. 2019, vol. 8, no. 4, pp. 285–309. DOI: 10.1108/IJMCE-02-2019-0035Kutsyuruba B., Godden L., Bosica J. The impact of mentoring on the Canadian early career teachers’ well-being // International Journal of Mentoring and Coaching in Education. 2019, vol. 8, no. 4, pp. 285–309. DOI: 10.1108/IJMCE-02-2019-0035Mathur S.R., Gehrke R., Kim S.H. Impact of a teacher mentorship program on mentors’ and mentees’ perceptions of classroom practices and the mentoring experience // Assessment for Effective Intervention. 2017, vol. 38, no. 3, pp. 191–201. DOI: 10.1177/1534508416650453Mathur S.R., Gehrke R., Kim S.H. Impact of a teacher mentorship program on mentors’ and mentees’ perceptions of classroom practices and the mentoring experience // Assessment for Effective Intervention. 2017, vol. 38, no. 3, pp. 191–201. DOI: 10.1177/1534508416650453Wiens P.D., Hessberg K., LoCasale-Crouch J., DeCoster J. The role of the mentor in supporting new teachers: associations with self-efficacy, reflection, and quality // Mentoring & tutoring: partnership in learning. 2016, vol. 21, no. 1, pp. 20–38. DOI: 10.1080/13611267.2013.827830Wiens P.D., Hessberg K., LoCasale-Crouch J., DeCoster J. The role of the mentor in supporting new teachers: associations with self-efficacy, reflection, and quality // Mentoring & tutoring: partnership in learning. 2016, vol. 21, no. 1, pp. 20–38. DOI: 10.1080/13611267.2013.827830Orland-Barak L., Wang J. Teacher mentoring in service of preservice teachers’ learning to teach: conceptual bases, characteristics, and challenges for teacher education reform // Journal of teacher education. 2020, vol. 72, no. 1, pp. 86–99. DOI: 10.1177/0022487119894230Orland-Barak L., Wang J. Teacher mentoring in service of preservice teachers’ learning to teach: conceptual bases, characteristics, and challenges for teacher education reform // Journal of teacher education. 2020, vol. 72, no. 1, pp. 86–99. DOI: 10.1177/0022487119894230Ismail S.M., Patra I. Language teacher psychological well-being: an insight into the impacts of emotion regulation, reflective teaching, self-efficacy, and identity in an EFL context // Asian-Pacific journal of second and foreign language education. 2023. Article 44. DOI: 10.1186/s40862-023-00214-9Ismail S.M., Patra I. Language teacher psychological well-being: an insight into the impacts of emotion regulation, reflective teaching, self-efficacy, and identity in an EFL context // Asian-Pacific journal of second and foreign language education. 2023. Article 44. DOI: 10.1186/s40862-023-00214-9Courtney A., et al. Change happens at the speed of trust: context-attentive mentoring for early career teachers // Teaching and teacher education. 2024, vol. 147, аrticle 104500. URL: https://doi.org/10.1016/j.tate.2024.104817Courtney A., et al. Change happens at the speed of trust: context-attentive mentoring for early career teachers // Teaching and teacher education. 2024, vol. 147, аrticle 104500. URL: https://doi.org/10.1016/j.tate.2024.104817Kram K.E. Mentoring at work: developmental relationships in organizational life. University Press of America, 1988. URL: https://psycnet.apa.org/record/1989-98164-000Kram K.E. Mentoring at work: developmental relationships in organizational life. University Press of America, 1988. URL: https://psycnet.apa.org/record/1989-98164-000Schäfer L. What makes a good mentor of in-service teacher education? A systematic review of mentoring competence from a transformative learning perspective // Teaching and teacher education. 2024, vol. 148, article 104641. DOI: 10.1016/j.tate.2024.104641Schäfer L. What makes a good mentor of in-service teacher education? A systematic review of mentoring competence from a transformative learning perspective // Teaching and teacher education. 2024, vol. 148, article 104641. DOI: 10.1016/j.tate.2024.104641Smith T.M., Ingersoll R.M. What are the effects of induction and mentoring on beginning teacher turnover? // American educational research journal. 2004, vol. 41, no. 3, pp. 681–714. DOI: 10.3102/00028312041003681Smith T.M., Ingersoll R.M. What are the effects of induction and mentoring on beginning teacher turnover? // American educational research journal. 2004, vol. 41, no. 3, pp. 681–714. DOI: 10.3102/00028312041003681

The authors declare that there are no conflicts of interest present.