The Influence of Mentoring on Developing Leaders: Participants Share Their Perspectives

Augustine-Shaw, Donna; Funk, Elizabeth

doi:10.4148/0146-9282.1060

Cited by 3 publications

(4 citation statements)

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“…Nearly all the literature relates to mentoring new principals or assistant/ deputy principals, with few studies on mentoring middle leaders. These studies have important general findings on the nature of mentoring explored in the current research (Augustine-Shaw and Funk, 2013;Bertrand et al, 2018;Gray, 2018;Kwan and Li, 2016;Ray, 2017;Simons, 2020;Swaminathan and Reed, 2020).…”

Section: Mentoring Needs Of Recently Appointed Educational Leadersmentioning

confidence: 64%

“…Despite an extensive literature search, few research papers could be located relating to the mentoring needs of middle leaders in schools as defined in this study. Whilst Gurr (2019) mentioned mentoring of middle leaders as described in this study, most of the literature focussed on mentoring assistant/deputy principals (Augustine-Shaw and Funk, 2013; Bertrand et al. , 2018; Gray, 2018; Kwan and Li, 2016; Ray, 2017; Swaminathan and Reed, 2020).…”

Section: Literature Reviewmentioning

confidence: 98%

“…, 2018; Gray, 2018; Kwan and Li, 2016; Ray, 2017; Simons, 2020; Swaminathan and Reed, 2020). A trusting relationship needs to develop between the mentor and the mentee (Augustine-Shaw and Funk, 2013; Kwan and Li, 2016; Swaminathan and Reed, 2020). The mentor will often be a guide and teacher as the mentee navigates new challenges in their initial appointment stages (Bertrand et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A trusting relationship needs to develop between the mentor and the mentee (Augustine-Shaw and Funk, 2013; Kwan and Li, 2016; Swaminathan and Reed, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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The mentoring needs of recently appointed female middle leaders: an Australian case study

Blake¹,

Fielding²

2023

IJMCE

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PurposeThere is a significant volume of literature relating to the mentoring needs of new principals and vice/deputy principals, but little is known about the mentoring needs of recently appointed middle leaders in an educational setting. This study explored the mentoring needs of five female middle leaders at a K–12 case study school of 550 students in Perth, Australia.Design/methodology/approachEach participant had three mentoring sessions, followed by a semi-structured interview using open-ended questions to provide data on the participants' mentoring needs. The research was framed within an interpretive phenomenology paradigm that focussed on the participants' perceived experiences and how they then interpreted these experiences. One of the researchers was active in this research, acting as the mentor (Neubauer et al., 2019; Smith and Osborn, 2021).FindingsThe findings of this study revealed the importance of the mentor being a “critical friend”. In addition, the participants referred to leadership identity, leadership from the middle, managing relationships and gender as other important mentoring needs.Originality/valueThis empirical study contributes original findings on the mentoring needs of a previously neglected group of educational leaders who provide an essential bridge between classroom practitioners and senior leadership in Australian schools. This study is unique because it links these mentoring needs to the practice architectures, factors at the case study school that either constrained or enabled middle leading (Kemmis et al., 2014).

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Section: Mentoring Needs Of Recently Appointed Educational Leadersmentioning

confidence: 64%

Section: Literature Reviewmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

“…A trusting relationship needs to develop between the mentor and the mentee (Augustine-Shaw and Funk, 2013; Kwan and Li, 2016; Swaminathan and Reed, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations