Наставничеството като механизъм за развитие на изследователската компетентност на учителите: нагласи и готовност за участие в програма „Учителят-изследовател“
Mentoring as a Mechanism for Developing Teachers’ Research Competence: Attitudes and Readiness to Participate in a “Teacher as Researcher” Programme

Summary/Abstract: This study analyzes teachers’ attitudes and readiness to participate in a mentoring program aimed at developing research competence. The study was conducted through a survey among 30 secondary education teachers, examining attitudes toward mentoring, self-assessment of research skills, previous experience in pedagogical research, support needs, and barriers to participation. The data were processed using descriptive statistics and a χ² test of independence. The results show clearly expressed positive attitudes toward mentoring as a form of professional development (M = 4.00; SD = 0.64), but a lower self-assessment of research skills (M = 2.8; SD = 0.61). The lowest values were observed in data processing and results analysis, which indicates a need for methodological and statistical support. It was also found that 70% of the respondents had not participated in pedagogical research, while 53% expressed readiness to join a pilot mentoring program. No statistically significant relationship was found between the main stage of teaching and readiness to participate (χ² = 1.099; p = 0.577). The results obtained provide grounds to recommend the development of structured programs of the "Teacher-Researcher" type, based on methodological mentoring, statistical support and partnership between school and university.

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