Research in Educational Administration & Leadership Volume: 5, Issue: 3/September 2020 Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership Sotiria Michopoulou Primary School Teacher, Greece Vasileios Stavropoulos University of Thessaly, Volos, Greece Efstathios Xafakos University of Thessaly, Volos, Greece Abstract Article Info Teacher mentoring is one of the most well-known and widespread methods of personalized guidance and support for school’s new-entrant substitute teachers (Bezzina, 2006; Andrews & Quinn 2005; Moyles, Suschitsky & Chapman, 1999; Nemser-Feiman, 1996), providing multiple benefits (Ingersoll, 2003; Ingersoll & Kralik, 2004; Lambeth, 2012). However, in the Greek context, teacher mentoring as a practice, although it is institutionalized in 2010, has not been yet implemented. For that reason, the purpose of this study is to investigate whether school’s new-entrant substitute teachers receive mentoring support and guidance, even informally, from their colleagues (peer mentoring) and their principal. Additionally, it explores the role of leadership in mentoring support as described above. A quantitative research approach has been adopted. Self-administered questionnaires were Article History: Received September 22, 2019 Accepted August 02, 2020 Keywords: Mentoring support, Peer mentoring, School leadership, School’s new-entrant substitute teachers.