Mentoring as a Tool for Professional Adaptation of Teachers in Pre-University Schools in Moscow

This paper presents a study of mentoring models and practices as a tool for the professional adaptation of teachers in Moscow pre-university schools. Based on fundamental research in Russian and international literature, the genesis of "mentoring," "tutoring," "mentoring," and "coach" is examined and described, and their interrelationships at the present stage are determined. Mentoring practices as a tool for professional adaptation in Moscow pre-university schools are examined. The relevance of studying this issue is determined by the need for teachers to adapt to the requirements of pre-university schools. Since poor adaptation of teaching staff to the specifics of pre-university schools can lead to professional burnout of teachers in the workplace, their departure from the profession, and a decrease in the quality of education. Thus, the problem of mentoring requires a systematic approach, including strategic planning and the creation of a supportive environment for young specialists. The study examined current practices and forms of mentoring used in Moscow pre-university schools; Factors influencing the adaptation of new faculty in these types of organizations were identified, and satisfaction levels with mentoring activities were assessed. The findings may be useful to university administrators and pre-university administrative teams when developing mentoring programs or creating an onboarding system for new employees.