Mentoring Mediation For Culture, Career Adjustment, And The Well-Being Of New Teachers At Primary School In The Interior Of Sabah
DOI:
https://doi.org/10.48047/gsph6m64Keywords:
.Abstract
The study examines career adjustment, culture, and the role of mediators to help new teachers attain wellbeing when placed in schools in the interior of Sabah. This quantitative approach used in this study is based
on a survey design. The study population consisted of rural primary school teachers throughout the state of
Sabah. Using a random sampling method, a total of 242 rural teachers were selected as a sample in this study.
The study instrument included modified questionnaires from the Career Adapt-Abilities Scale (CAAS),
Wiemann Communicative Competence Scale, Mentoring Function Scale (MFS), Mentoring and Personal
Learning: Content, Antecedents, and Outcomes (MPL), and Job-Related Affective Well Being. Since the direct
effect was not significant, the results of the bootstrapping test confirmed full mediation. This study’s findings
highlight the need for new teachers to receive guidance through a methodological programme to help them
adjust to their jobs and the culture of rural schools. Therefore, relevant parties should capitalise on this
discovery to establish a mentoring programme to assist teachers in overcoming the challenges of rural living
and achieving well-being.
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