Podpora profesní adaptace začínajících učitelů v prostředí základní školy speciální: Analýza mentoringových procesů
Supporting the Professional Adaptation of Novice Teachers in Special Primary Schools: An Analysis of Mentoring Processes

Summary/Abstract: The present study addresses the issue of the professional adaptation of novice teachers in the specific context of special primary schools. The aim of the research was to analyze mentoring processes during the induction period and to identify factors influencing the professional stabilization of teachers working with pupils with moderate to severe intellectual disabilities and multiple disabilities. The theoretical framework situates the topic within the context of current Czech legislation and competency profiles of teaching staff. The empirical part is based on qualitative research designed in accordance with the principles of grounded theory. Data were collected through semi-structured interviews with twelve participants (six novice teachers and six of their mentors). The findings indicate the existence of a continuum of mentoring quality, ranging from systematic, partnership-based support to formal, administrative supervision. The study identifies key intervening factors, such as time allocation, conceptualizations of the mentor’s role, and the quality of the school climate. The conclusions offer recommendations for improving induction systems, with an emphasis on strengthening reflective mechanisms and preventing professional burnout.

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