ללא רצונם בשירות ההוראה: קשייו ומניעיו של המורה החונך הפועל במסגרת בית הספר להתפתחות מקצועית

The present research examined the perceptions of Arab mentors from the Academic Institute for Arab Teacher Education at Beit Berl College regarding their role in the PDS system as well as their contribution to and benefit from their work as mentors. The study involved 56 teachers (about 60% of the mentors at the Institute). The findings revealed that there were almost no motives that encouraged the teachers to opt for the tutoring role, and that the main reason underlying their acceptance of the position was the fact that they were approached by highly influential people – such as the school principal – with a request to accept it. In addition, the main difficulties faced by the mentors were organizational rather than interpersonal. The results also demonstrated that the mentors' contribution to the students on the professional level was greater than their contribution on a personal level. In addition, a negative correlation was found between the level of teaching self-efficacy and interpersonal and organizational difficulties.