Mentoring as a mediator for cultural adaptation and well- being of new teachers in Rural Sabah

The issue of teachers' welfare is highly sensitive issue and closely related to the quality of education in the country related to the policy of developing the ummah and human civilization making it an ongoing debate. The welfare of teachers is associated with the application to transfer among teachers every year. Therefore, this study was conducted scientifically to examine the role of mentoring programs as a mediator for career and cultural adjustment as factors contributing to the well-being of new teachers in rural areas using a quantitative approach based on survey design to look at the phenomenon of teacher well- being among new teachers. The study population consisted of 310 rural primary school teachers throughout the state of Sabah through a proportional and systematic random sampling method. The study used questionnaires from Satisfaction With Life Scale (SWLS), Mentoring Function Scale (MFS), Mentoring and personal learning: Content, Antecedent and outcomes (MPL) and Job Related Affective Well Being. The findings of this study indicate that the level of well-being and cultural adjustment of rural teachers was moderate. This study also confirms that mentoring programs fully mediate the relationship between cultural adaptation and the well-being of new teachers.