Reaching the Goal

Abstract

The previously considered themes revealed important perspectives when approaching the discussion of secondary school teachers as mentors to students. Such perspectives indicate that, in varying degrees, teachers often perform in ways similar to classical notions of a mentor. They, at times, assume a role in place of the absent parent. Mentors need to actively engage the diversity of their students, addressing complexity rather than avoiding it, realizing that much more important to the success of the relationship is the competence of the mentor and the duration of the relationship.