THE ROLE OF THE MENTORING SYSTEM IN ENSURING THE PROFESSIONAL ADAPTATION OF YOUNG TEACHERS IN A COLLEGE SETTING

This article examines the significance and role of the mentoring system in ensuring the professional adaptation of young teachers in a college setting. By describing the structure and stages of the author’s program “Step into Teaching”, the authors demonstrate that the mentoring process contributes to enhancing the professional culture of the teaching staff, improving the professional skills of novice teachers, and increasing the quality of education.Main issue: insufficient professional adaptation of young specialists newly employed at colleges, lack of systematic methodological support from experienced teachers, and an increase in staff turnover.Purpose of the study: to support the professional adaptation of young teachers through the implementation of a mentoring system, to enhance their pedagogical competence, and to develop a collaborative professional culture within the institution.Research methods: analysis of the college’s personnel composition, surveys, interviews, observation of the mentoring council’s activities, and analysis of pedagogical practice.Main results and their significance: Within the framework of the “Step into Teaching” program, the level of professional adaptation and methodological mastery among young teachers has increased;the mentoring system has strengthened cooperation and experience exchange within the teaching staff;young teachers have developed skills in pedagogical reflection, creativity, and self-development.Conclusion: the proposed mentoring system can be effectively used as a model for improving the professional adaptation of young teachers in college settings. The program’s results contribute to the professional growth of beginning educators, enhance the quality of the educational process, and ensure staff stability within the educational organization