Content characteristics of self-concept of effective teachers-mentors

The research problem and the rationale for its relevance. Possession of a significant stock of professional knowledge and successful professional experience is a necessary, but by no means sufficient factor that allows a specialist to be an effective mentor. The effectiveness of mentoring as a special form of additional education is largely determined by the mentor's positive personal qualities, empathy, skills necessary for successful social interaction and building professional and educational relationships with mentees. In the light of insufficient development of various aspects of optimal selection of teachers of educational organizations for participation in the mentoring program and prediction of its success, it is obvious that it is expedient to scientifically and practically develop the structural and functional organization of the self-concept of effective teachers-mentors. The goal of the research is to compile a generalized personal-psychological characteristic of effective mentors and to determine the characteristic qualities of an effective mentor, manifested in the socio-personal and professional spheres and ensuring the success of adaptation and additional professional education of young specialists. Methodology (materials and methods). The research involved 56 teachers of educational organizations with experience as mentors, recognized as effective mentors according to the results of questionnaires, which showed a high degree of personal satisfaction of their mentees with participation in the mentoring program. The research was carried out using evaluation lists, questionnaire tests, evaluation scales, and self-monitoring to diagnose the components of self-concept.