The principalship: how significant is mentoring?

Abstract

Access to this document was granted through an Emerald subscription provided by emerald-srm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -To draw on a structured review of the literature on formalised mentoring programs for principals with the purpose of exploring their nature and the positive and negative outcomes for the parties involved. Design/methodology/approach -The methodological approach utilised in this paper was a structured review of the literature which is a pre-determined set of criteria, namely a set of coding categories, used for analysing research papers. Forty research-based papers constituted the structured review and major coding categories utilised in this paper were positive and negative outcomes of mentoring programs for mentors and mentees and factual data relating to the research focus of the sample. Findings -Both positive and negative outcomes of mentoring were reported in the 40 research-based papers, with substantially more papers reporting positive outcomes. Frequently cited positive outcomes for mentees included support, sharing ideas and professional development, while, for mentors, networking, professional development and the opportunity to reflect were noted. Frequently cited negative outcomes for mentors and mentees were lack of time to undertake mentoring and personality or expertise mismatch. Practical implications -The findings highlight the necessity for planners of programs to ensure that mentors are trained; the matching process is executed to eliminate potential incompatibilities; and time for mentoring is factored into program implementation. Originality/value -The major contribution of the paper is that it makes a strong claim about the specific outcomes of mentoring programs for principals, thereby providing a clearer picture regarding its potential as well as its caveats.

Effect of Mentoring Program on Mentees’ Academic Performance from an Islamic Perspective

“…Fourthly, other specific theoretical constructs of mentoring program, such as learning ethics and delivery mode should be considered because they have widely been recognized as an important link between mentoring relationship and many aspects of individual attitudes and behaviors (Davis 2007;Dutton 2003;Sa'id 1998). Finally, other outcomes of mentee like their psychosocial state, self-efficacy, transfer of knowledge, skills and ability, positive change, and career help should be considered because they have received a lot of attention in mentoring program research literature (Fox et al 2010;Hansford & Ehrich 2006;Ismail et al 2006;Ismail & Ridzuan 2012). The importance of these issues needs to be further discovered in future research.…”

“…These factors have affected organizations to design and administer the various types of mentoring program, especially informal relationship (e.g., specific demands, spontaneous and ad-hoc) and formal relationship (e.g., structured and coordinated relationship between mentor and mentee, using standard norms, continuously action plans, time frame, and particular objectives). In organizations, formal and informal mentoring programs are viewed as equally important, but informal mentoring programs are often implemented to complement and strengthen formal mentoring programs in order to achieve organizational strategies and goals (Friday & Friday 2002;Hansford & Ehrich 2006;Hansford et al 2003: Ismail et al 2005Ismail et al 2006). A review of current higher education student development program literature highlights that effective mentoring programs have two salient practices, i.e., communication and support (Bernier et al 2005;Ismail & Ridzuan 2012;Tennenbaum et al 2001 (Allen et al 2005;Fox et al 2010;Ismail et al 2005;Ismail et al 2006;Santos & Reigadas 2005;Stewart & Knowles 2003).…”

Mentors Report on Their Own Mentoring Practices

“…Another concern was around the very different teaching practices and that mentees need to be exposed to a variety of practices, for instance, "Every teacher teaches maths differently so they (mentees) need to see different styles of teaching and different age groups" (Mentor 8). Of course, time management presented itself and this has consistently been an issue in the literature (Hansford & Ehrich, 2006). However, the strongest concerns were around ensuring successful classroom management, particularly behaviour management, and adequate content knowledge for teaching.…”

The Role of Mentoring Program in Enhancing Mentees’ Academic Performance

“…These factors have affected organizations to design and administer the various types of mentoring program, especially informal relationship (e.g., specific demands, spontaneous and adhoc) and/or formal relationship (e.g., structured and coordinated relationship between mentor and mentee, using standard norms, continuously action plans, time frame, and particular objectives). In organizations, formal and informal mentoring programs are viewed as equally important, but informal mentoring programs are often implemented to complement and strengthen formal mentoring programs in order to achieve organizational strategies and goals (Friday & Friday, 2002;Hansford & Ehrich, 2006;Hansford et al, 2003: Ismail et al, 2005. A review of current higher education student development program literature highlights that effective mentoring programs have two salient practices, i.e., communication and support (Bernier et al, 2005;Ismail & Ridzwan, 2012;Tennenbaum et al, 2001).…”