Informal mentoring for aspiring school leaders: a phenomenological study

Parfitt, Christopher M.; Rose, Amanda L.

doi:10.1080/13611267.2020.1778837

Cited by 6 publications

(5 citation statements)

References 17 publications

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“…In addition, the mentoring relationship forms a significant basis for developing leadership skills [71]. Mentoring is also helpful in attaining sustainable leadership development [11,72] by improving the school administrators' leadership skills and building sustainable school-wide capacity for leadership, which also contributes to school succession planning [73]. Mentoring could also help school administrators adopt newer models of leadership developed to meet the needs of contemporary schools, such as distributed leadership [74] or digital leadership [75,76], and enable the sustained implementation of innovative programs and practices [77].…”

Section: Discussionmentioning

confidence: 99%

“…Constructive and non-judgmental interactions between the mentor and the mentee are crucial for developing a safe and collegial environment that enables the active participation and reflection of school administrators as mentees [85]. Another significant factor in the quality of this relationship is mutual trust, because it is necessary to enable a mutual flow of ideas and discussions [73,85].…”

Section: Discussionmentioning

confidence: 99%

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A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

et al. 2023

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Mentoring for the professional development of school administrators has become widely acknowledged as an essential means of providing psychosocial and career support, particularly for novice administrators. Due to its strong potential to support the sustainability of schools by enabling successful administration, much research has been conducted on mentoring for the professional development of schools and an extensive knowledge base has been accumulated. The current study aims to evaluate this knowledge base holistically, to reveal the intellectual structure and evolution of this research field. With this purpose, the study conducted a combined bibliometric and science mapping analysis of 121 articles selected from the Scopus database using SciMAT software. The period-based science mapping analysis results showed that research initially focused on professional development and networking functions and later focused on developing school administrators’ leadership skills through mentoring. During the last five years, the most prominent themes were enhancing the quality of mentoring and supporting school administrators’ capacity to enable social justice. The results suggest several implications for the sustainability of mentoring programs to improve school administrators’ professional capabilities and leadership skills, which would eventually help sustain a high level of school innovation and success.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

et al. 2023

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“…Similarly, the inspirational motivation dimension of TSL assists in promoting the subordinates' performance and commitment [68,116]. Considering the merit of quality mentoring in schools to enable sustainable development, innovation, and perpetual learning through developing school-wide leadership capacity [119,120], and the contribution of TSL to initiating a change towards a learning culture [82], the interactive effects of these two constructs deserve further investigation so as to develop deeper insights into their joint effects.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Intellectual Structure of the Knowledge Base on Transformational School Leadership: A Bibliometric and Science Mapping Analysis

et al. 2023

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Transformational leadership has been persistently studied in the educational administration field considering that it can be a viable tool to respond to the increasing demands on school systems for greater effectiveness. As a result, a rich knowledge base has been accumulated. Our study aims to investigate this knowledge base by combining bibliometric and science mapping analysis so as to exhibit its intellectual and conceptual architecture, and to reveal the strategic themes that emerged during the scientific evolution of transformational school leadership (TSL). 300 articles retrieved from the Scopus database were included in the analysis. The thematic evolution analysis was performed using the SciMAT software over three time periods: the Incubation Period (1989–2009), the Development Period (2010–2020), and the Maturation Period (2021–2022). The findings show that research during the Incubation Period mostly attempted to conceptualize TSL while it mostly focused on principals, instructional leadership, and self-efficacy during the Development Period. The mentoring theme emerged during the first period but disappeared later without being fully-developed. Teacher leadership emerged as a weakly-addressed theme during all periods. Work-family conflict and digital competencies were the two prominent themes during the Maturation Period while online learning and learning culture were found to be the emerging themes. The findings suggest significant implications for the sustainable development of the TSL research field.

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“…2. La preparación de los mentores (Clayton et al, 2013;Cuéllar-Becerra et al, 2019;Daresh, 2004;Msila, 2016) En la fase de aplicación, se necesita establecer buenas relaciones entre mentor y protegido (Hobson y Sharp, 2005), unas relaciones basadas en la buena comunicación, la confianza (Msila, 2016), el apoyo, la retroalimentación y la colaboración, entendida como apoyo y no como supervisión (Bakioglu et al, 2010;Cuéllar-Becerra et al, 2019;Jugmohan et al, 2017;Parfitt y Rose, 2020). También se requiere utilizar buenas estrategias metodológicas, tales como un diagnóstico focalizador, la observación y retroalimentación, la crítica o el diálogo (Cuéllar-Becerra et al, 2019).…”

Section: Condiciones Para Una Buena Mentoríaunclassified

La mentoría en los programas de formación de directores escolares: revisión de la literatura

Tintoré

Carrillo

2022

Bordón

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INTRODUCCIÓN. La mentoría es uno de los sistemas más eficaces para desarrollar el liderazgo de los directores escolares. Hasta la fecha, las publicaciones se focalizan en aspectos concretos de la mentoría. El presente estudio pretende realizar una revisión de la literatura sobre la mentoría con directores escolares ofreciendo una visión sistémica que incluye datos de revisiones anteriores, contribuciones de las últimas investigaciones y un marco para incorporar la mentoría en los programas de formación directiva. Dos objetivos guían el desarrollo de esta investigación: 1) realizar un análisis descriptivo de la bibliografía (evolución, localización, tipo de estudios) y 2) analizar los factores que inciden en su eficacia (condiciones para una buena mentoría, dificultades y beneficios). MÉTODO. Se efectúa una revisión de la literatura siguiendo los procedimientos definidos a tal efecto. La búsqueda se realiza en las bases de datos Web of Science y SCOPUS, utilizando como ecuación de búsqueda los términos “educational mentoring”, y como criterios de inclusión publicaciones académicas referidas a mentoría educativa, publicadas entre 2000 y 2020. RESULTADOS Y DISCUSIÓN. Se obtienen 290 referencias relacionadas con la mentoría educativa, de las cuales 114 documentos (39%) se refieren a la mentoría con directores. La muestra final después del cribaje consiste en 48 artículos sobre mentoría directiva. Las referencias se analizan en profundidad, mostrando un incremento de estudios sobre mentoría directiva a partir de 2010, especialmente en países anglosajones y por medio de investigaciones cualitativas. El análisis indica que los mecanismos de acompañamiento a los directores escolares han recibido un fuerte impulso en muchos lugares del mundo, han aumentado su importancia porcentual respecto a otros tipos de mentoría y son elemento clave en los programas de formación directiva. Se incorpora un análisis de los efectos de la mentoría sobre los participantes y recomendaciones para incluirla en los programas de formación directiva.

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Informal mentoring for aspiring school leaders: a phenomenological study

Cited by 6 publications

References 17 publications

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

Evaluating the Intellectual Structure of the Knowledge Base on Transformational School Leadership: A Bibliometric and Science Mapping Analysis

La mentoría en los programas de formación de directores escolares: revisión de la literatura

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