الفهرس 
Chapter One: IntroductionOnly 14 pages are availabe for public view
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Abstract
The researcher tried to confirm in his study that the training program based on mentoring has a great effect on enhancing EFL novice teachers’ reflective teaching, teaching skills, and attitudes towards teaching. The content of the program was decided after examining the EFL methodology books, reviewing literature, surfing the net and consulting TEFL experts. The participants of the study consisted of fifty EFL primary and preparatory novice teachers from Dirmawas school district, Minia governorate for the pilot study while only twenty five EFL novice teachers were available to participate in the program because of the time constraints.
The research adopted one group design. The instruments of the research included a reflective teaching questionnaire, a classroom observation sheet, and a professional attitude scale. The program lasted for three months and was conducted during the second term of the school year 2016/ 2017. The procedures of the study and its instruments were submitted to a jury for the purpose of verification and validation. They were also helped to apply whatever theoretical knowledge they used in their actual teaching situation during their teaching practice. Most of this was actually done through the implementation of the mentoring program. The outstanding increase of using the elements of reflection during or after the lesson reflected the great effects and importance of mentoring novice teachers. Moreover, they were helped to reflect on their previous experiences related to both teaching and learning. Through all these great changes and shifts in the subjects’ level of teaching and learning with understanding, it was found that mentoring program is essential for improving and enhancing novice teachers’ performance.’
Results of the research were promising as the data analysis using t-test revealed that the post administration of the EFL novice teachers’ reflective teaching questionnaire, classroom observation sheet, and attitude towards teaching scale significantly surpassed the pre ones.
Through the findings of the study, it is suffice to assert that mentoring can be instructed systematically as a tool of professional development and improvement. Consequently, a strong novice teacher mentoring program is a catalyst for improving their performance. It is worth noting that mentoring brought about great changes and shifts in novice teachers’ growth whether in their reflective teaching and teaching skills. Moreover, it is taken for granted that mentoring made a great change in novice teachers’ attitude towards teaching as it is considered the life blood of any change for improvement. Consequently, mentoring helped novice teachers to overcome most of their classroom problems throughout effective reflective teaching, reflective conversation, useful rules and procedures, good lesson presentation, fruitful time management, and vital good relationship with their students. Overlapping these, it could be inferred from the findings that better understanding of teaching strategies and classroom management has been produced with the novice teachers. Discussion of the findings, recommendations, and suggestions for further researches were presented.