Leadership for Change

Augustine-Shaw, Donna; Hachiya, Robert F.; Miller, Teresa Northern

doi:10.1007/978-3-319-59120-9_12

Cited by 3 publications

(6 citation statements)

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“…Cardno (2007) advices people to "acknowledge and confront dilemmas and attempt their resolution" (p. 33) when conflict or resistance is present, otherwise it becomes difficult for people and organizations to move forward. The lack of a professional trusting relationship (Grogan and Shakeshaft, 2011;Qian and Walker, 2014;Augustine-Shaw et al, 2017) between Susan and the appointee significantly constrained Susan's engagement with Matai School's statutory intervention.…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, might also be possible that Susan's difficulties with the male appointee stem from the dichotomy between Susan's relational care for Matai School's stakeholders and the appointee's seemingly lack of relational care. While the women acknowledged the importance of relational practices, they acknowledge the emotional labor required was very taxing (Cavanagh et al, 2012;Carpenter, 2015;Augustine-Shaw et al, 2017;Holmes, 2017;McNae and Cook, 2017).…”

Section: Discussionmentioning

confidence: 99%

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Put Your Big Girl Knickers on! The Experiences of Two Female Leaders in New Zealand Primary Schools Turning Schools Around

Cook

2020

Front. Educ.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Put Your Big Girl Knickers on! The Experiences of Two Female Leaders in New Zealand Primary Schools Turning Schools Around

Cook

2020

Front. Educ.

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“…Coaching, seminars, and distance education are used in different countries (Zepeda et al, 2012). Mentoring is one of the most remarkable of these processes (Augustine-Shaw & Hachiya, 2017;Hayes, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mentoring in the professional development of school principals: Panorama of Türkiye

Mavi¹

2023

Yıldız J Educ Res

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The professional development of school principals is one factor that plays a role in their success. As a matter of fact, scholars have focused on the professional development sources of school principals in recent years. Previous research has addressed the effects of pre-service or in-service training on school principals' careers. However, the Ministry of National Education and scholars has neglected the holistic view of mentoring practice's effects on the professionalization of Turkish principals. The main purpose of the current study is to examine the mentoring approach in the professional development of novice principals. This study, which is a review, has analyzed the panorama in the world and Türkiye. The results show that mentoring is used in many countries; however, it is not officially implemented in Türkiye, and mentoring provides meaningful contributions to novice principals. Moreover, similar contributions are valid to mentor principals, teachers, students, and educational authorities. Based on the results, implementation suggestions were made to the authorities, and study recommendations were made for the researchers. ÖZOkul müdürlerinin mesleki gelişimi onların başarıları üzerinde rol oynayan etmenlerden biridir. Nitekim araştırmacılar son yıllarda okul müdürlerinin mesleki gelişim kaynaklarına odaklanmış durumdadır. Önceki araştırmalar hizmet öncesi ya da hizmet içi eğitimlerin okul müdürlerinin kariyerleri üzerindeki etkilerini ele almaktadır. Ancak mentorluk uygulamasının Türk okul müdürlerinin profesyonelleşmesine etkilerinin bütüncül görünümü Milli Eğitim Bakanlığı ve araştırmacılar tarafından görece ihmal edilmiştir. Mevcut çalışmanın temel amacı yeni müdürlerinin mesleki gelişiminde mentorluk yaklaşımını irdelemektir. Bir derleme çalışması olan bu araştırmada dünyadaki ve Türkiye' deki panorama analiz edilmiştir. Sonuçlar mentorluktan pek çok ülkede yararlanıldığını; fakat Türkiye' de resmi olarak uygulanılamadığını ve mentorluğun yeni okul müdürlerine anlamlı katkılar sunduğunu göstermektedir.Üstelik benzer katkılar mentor müdürler, öğretmenler, öğrenciler ve eğitim otoriteleri için de geçerlidir. Sonuçlara dayalı olarak yetkililere uygulama, araştırmacılara ise çalışma önerileri yapılmıştır.

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“…It helps novice principals manage their schools successfully (Jamison et al, 2020) and contribute to instructional endeavors (Hayes, 2019). Thus, decision-making (Augustine-Shaw & Hachiya, 2017), professional skills (Gümüş, 2019;Hayes, 2019;Jamison et al, 2020), leadership (Gimbel & Kefor, 2018;Hayes, 2020), and feeling of trust in school (Smith, 2007) could be strengthened thanks to mentoring. Moreover, Aravena (2018) and Tahir et al (2015) assert that mentoring also contributes to the development of mentors.…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, Helber (2015) states that the self-efficacy of principals who receive mentor support is higher than their colleagues, which can contribute to various elements ranging from school districts to leadership programs. When all these are combined with the studies showing the advantages of mentoring (Augustine-Shaw & Hachiya, 2017;Eusanio, 2022;Oplatka & Lapidot, 2017;Tahir et al, 2015), it is thought that the relationships among the variables should be handled in a different context. In this sense, the current study examines the reflections of novice Turkish principals' mentoring experiences on their self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

How Does Mentoring Affect Self-Efficacy?: An Investigation on Turkish Principals

MAVİ,

TOPALOĞLU,

USLU ÇETİN

et al. 2023

E-Kafkas Eğitim Araştırmaları Dergisi

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Mentoring is one of the professional development tools supporting school principals. Thanks to mentoring, principals can overcome the problems they confront and meet the expectations of different stakeholders. Thus, principals are able to perform more effectively in schools. Mentoring has become a formal process for principals in various countries for a long time. Moreover, several researchers from different countries focus on the various impacts of mentoring on principals. One of these is the self-efficacy of principals. Mentoring has the potential to enhance the principals' self-efficacy. However, it is difficult to note that mentoring and its influence on principals' self-efficacy have been analyzed thoroughly. In this context, this phenomenological study aims to overcome the current inadequacy. The study data was collected based on criterion and snowball sampling from eight principals working in Kahramanmaraş province. MAXQDA 2020 was utilized for data analysis. The results revealed that mentoring plays a critical role in the self-efficacy beliefs of principals. In other words, it develops principals' managerial, instructional, and ethical competencies. This finding significantly contributes to the literature on principals' professional development, professional learning, and self-efficacy. Several suggestions have been offered for policymakers and researchers about the formalization of mentoring and the details of its implementation.

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Leadership for Change

Cited by 3 publications

References 1 publication

Put Your Big Girl Knickers on! The Experiences of Two Female Leaders in New Zealand Primary Schools Turning Schools Around

Put Your Big Girl Knickers on! The Experiences of Two Female Leaders in New Zealand Primary Schools Turning Schools Around

Mentoring in the professional development of school principals: Panorama of Türkiye

How Does Mentoring Affect Self-Efficacy?: An Investigation on Turkish Principals

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