الفهرس 
AcknowledgmentsOnly 14 pages are availabe for public view
 |  | from | 158 |  |  |
| | | from | 158 | | |
Abstract
This study aimed at investigating the impact of mentoring, as a teacher development model, on improving secondary-level EFL teachers’ performance and self- confidence. To achieve this, five experienced teachers (mentors) were paired up with five novice teachers (mentees) in which experienced teachers supported, advised, and challenged novices in four main teaching domains, including, planning, instruction, classroom management, and assessment. Also, through constant constructive feedback, mentors fostered novice teachers’ self-confidence. Instruments included an observation checklist to rate the teachers’ performance, and a self-confidence scale to measure novice teachers’ levels of confidence before and after the mentoring program. The study adopted the quasi- experimental design, with one experimental group receiving the mentoring training program. Major findings revealed a significant improvement in teachers’ performance as a whole, and in relation to the four main domains, planning, instruction, classroom management, and assessment. Statistical analysis also showed a significant increase in the teachers’ self-confidence. Thus, the mentoring training program proved to have a positive impact on the EFL teachers’ performance and self-confidence.