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1.
Heewon Chang Karen A. Longman Marla A. Franco 《Mentoring & Tutoring: Partnership in Learning》2014,22(4):373-389
In this collaborative autoethnography, we explored how 14 academic and administrative leaders of color working in faith-based higher education have experienced personal and professional mentoring, and how mentoring experiences have influenced their leadership development. All participants identified a wide array of developmental relationships that had contributed to their leadership development, although not all of the relationships were labeled as mentoring. Whereas female participants (11 in total) relied on these relationships primarily for psychosocial support, three male participants had more actively sought out mentoring relationships to develop career skills and expand their professional network. Particularly, for the female participants, mentoring took place mostly outside their professional settings. We argue that personal and institutional factors contributed to the participants’ limited access to professional mentoring within their higher education contexts. This collaborative autoethnography process, which lasted at least six months for most participants, unexpectedly provided professional mentoring opportunities for these leaders of color. 相似文献
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Cynthia Sonderegger Smith Kimberly Arsenault 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):461-480
Mentoring is a widely used method of induction into a variety of professional roles, including educational leadership. However, little scholarly literature has focused on the role of mentoring in the career development of special education administrators. In this examination of 14 such mentoring relationships, the existence of career and psychosocial functions as theorized by Kram is explored and the perceived value of the functions to mentors and protégés in the career development of beginning special education administrators is identified. Evidence of coaching, a career function, and counseling, a psychosocial function, was found in all relationships studied and these two functions were ranked as most important to the career development of beginning special education administrators by both mentors and protégés. Recommendations include incorporating mentoring functions into mentor and protégé training to increase the positive effect of mentoring on the career development of beginning special education administrators. 相似文献
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Jennifer M. Doran Meghann P. Galloway Allison N. Ponce 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):165-182
Health service psychology has been slow to create a leadership mentoring model. A survey of former chairs of the American Psychological Association of Graduate Students and American Psychological Association’s Committee on Early Career Psychologists revealed that: (a) early career leaders had at least one mentor who explicitly supported their leadership development; (b) these mentoring relationships were both formal and informal; (c) peer mentoring was invaluable for fostering success; and (d) mentorship relationships were critical in preparing respondents for their roles. A preliminary framework and associated guidance for leadership mentoring in psychology is proposed. 相似文献
4.
Noëlle Obers 《高等教育研究与发展》2015,34(6):1220-1232
This study was conducted at a small ‘research-led’ institution in South Africa. The data indicate that women produce less research than men and have low levels of professional self-esteem. Factors such as accrual of social capital, family responsibilities and self-esteem are constraints experienced by women academics in pursuing research careers. Mentoring was found to facilitate research career development and improve levels of self-esteem. Improved self-esteem enables women to promote themselves within their institutions and in the research arena. The role of the head of department with mentoring as a key function emerged as an influential structure for the career advancement of women academics. However, these leadership positions are significantly dominated by men and this appears to affect the amount and nature of mentoring women academics receive. 相似文献
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Christine Edwards-Groves Peter Grootenboer Karin Ronnerman 《Educational Action Research》2016,24(3):369-386
AbstractPractices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has long been described in the literature as pivotal for the ongoing ‘success’ of such research and development in sites. In this article, we attempt to re-characterise relational trust as it is accounted for by participants in action research. We present data from a cross-nation study of middle leaders from Australian primary schools and Swedish pre-schools. Middle leaders are those teachers who ‘lead across’; they have both an acknowledged position of leadership or responsibility for the practice development of colleagues and a significant teaching role. The larger study examined the practices of middle leaders; and in this article we draw on interview data from one of the case-study sites that illustrate how colleagues in schools recognise the role middle leaders have for facilitating action research and teaching development. This article specifically presents excerpts from semi-structured interviews with 25 teachers, three principals, three executive teachers and three district consultants. Interviewees described how nourishing a culture of relational trust and mutual respect are critical features in the change endeavour. For them, the practices of the middle leader who facilitated the action research were instrumental in developing trust for teacher development. Analysis of participant accounts revealed five dimensions of trust: interpersonal trust, interactional trust, intersubjective trust, intellectual trust, and pragmatic trust. 相似文献
7.
Michael Stevenson John G. Hedberg Kerry-Ann O’Sullivan Cathie Howe 《Educational Media International》2015,52(3):173-187
In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of professional learning stand in contrast to more traditional forms of professional development. The shifting paradigm has implications for school leaders in all contexts. This study sought to qualitatively examine how a sample of eight school leaders worked to support professional learning in their school communities and leverage tools in areas such as content aggregation, media creation, blogging and social media. In one-on-one and focus group interviews, participants discussed how technology is changing professional learning in their context and reflected on how their leadership has evolved in response to perceived challenges. Findings suggest that school leaders are aware of the importance of supporting professional learning through multiple device platforms, online networks and opportunities to play, and experiment with technology. Current issues identified include the need to shift from “buyer” to “driver” mindsets and to respond to the increasing role of popular thinkers whose ideas are amplified through online channels, such as social media. 相似文献
8.
Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, school culture and strategic operations as having a “high” influence on their effectiveness as school leaders. In addition, interview data revealed the importance of supervisor support and building relationships with peers as critical to their continued success as leaders. 相似文献
9.
Little is known about Asian American women administrators in the public schools. The study sought to understand the pathways of Asian American women to school leadership. In-depth interviews and researcher reflective memos were the primary data sources. The participants included 15 Asian American female school administrators in two states. We found that the women's career trajectories were similar yet unique; they were manifestation of the women's intersected experiences of gender, race–ethnicity, and age, situated in particular time and place. Often than not, the women had to negotiate their leadership aspiration and advancement through raced and gendered expectations. Others' encouragement and mentoring were instrumental for the women's development of self-knowledge and demystification of the leadership process. Most women taught at least 10–15 years before entering leadership. The women of earlier generations had far less career mobility and slim, if not absent, mentoring opportunities. 相似文献
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Transition from teacher to principal involves both a technocratic response based on ‘yearning for certainty’ that requisite leadership skills will be learned, and a critically-reflexive approach to adopting a new professional identity (Crow and Møller 2017. “Professional Identities of School Leaders across International Contexts: An Introduction and Rationale.” Educational Management and Leadership 45 (5): 749–758, 750). Globally, the maintenance of pipelines of confident and capable principals is a priority, but principal preparation programmes have often been described as decontextualised and inadequate (Cheung and Walker 2006. “Inner Worlds and Outer Limits: The Formation of Beginning School Principals in Hong Kong.” Journal of Educational Administration 44 (4): 389–407). Consequently, without opportunity to develop leadership strategies and reflect critically with a trusted mentor, newly-appointed principals often leave the role prematurely (Marks 2013. “Leadership Succession and Retention: It's Time to Get Serious about a Principal Retention Policy.” Leading and Managing 19 (2): 1–14). This Australian study aimed to evaluate the effectiveness of a Queensland Department of Education and Training coaching programme for beginning principals, designed to secure future quality leaders. A custom-built philosophy incorporated support from local master principals and a high degree of autonomy. One-on-one interviews with programme participants confirmed that: enduring professional relationships resulted from a safe-space approach; knowledge and understanding of the Australian Professional Standards for Principals (AITSL 2014. Australian Professional Standard for Principals and the Leadership Profiles. Canberra: Australian Government) increased; and feelings of empowerment and control of leadership situations accelerated. For the benefit of leadership pipelines worldwide, new principals in other contexts may be energised to continue with the complex role of being effective school leaders through similar, autonomous and peer-supported programmes. 相似文献
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Kevin Shore 《International Journal of Leadership in Education》2018,21(3):310-326
The roles and aspirations of Assistant/Deputy Principals (AP/DPs) have received attention for a number of decades. In contrast to much of the reported research that either highlights the administrative and management tasks or foregrounds principal succession, we explore levels of satisfaction that play into DP/APs’ interpretations of the realities of their professional experiences during everyday work. Job choice theory provided us with the theoretical resources for the exploration. Our study found that half of all participants perceived their job as a legitimate terminal career. They expressed immense satisfaction in the role, perceived the role as offering a sufficiently high level of challenge without the demands of ultimate leadership responsibility and identified interpersonal relationships, particularly those within the senior leadership team, as the most significant dimension in the role. However, the study has also highlighted that without the support of induction programmes, mentoring support and in-depth leadership training, for many AP/DPs ‘on the job’ training is the only means of learning available to support their professional development in the AP/DP role. 相似文献
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This article examines the effectiveness of a facilitated group mentoring program for university women. Content analysis across existing sources of data (questionnaires, a focus group, and interviews), collected over the five years of the program’s operation (1999–2003), suggested the program helped women to develop three ways of knowing—‘knowing why’, ‘knowing how’, and ‘knowing whom’—which contribute to enhanced career outcomes. Drawing on the experiences of the women in the case study program at the University of Canberra, and the career competencies literature, the article provides a framework for exploring the career outcomes of mentoring programs for both women and men. 相似文献
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Although the number of women in management and administrative positions in all sectors of the economy is increasing over time, the majority of senior positions are still held by men. The lack of women role models in high management and administrative positions has been well documented, as has the lack of women faculty in many academic departments, and barriers to women's leadership due to male‐orientated organizational expectations. Research has shown that mentoring can significantly enhance income and promotion possibilities for individuals experiencing these relationships. In academe, mentoring awareness can reduce barriers to women's career advancement, tenure and pay. The objectives of this study were to explore mentoring functions senior women provided to their juniors and identify mentoring limitations women faced in academe. Senior women favored career mentoring and provided less psychosocial support. Subsequently, the classical mentoring experience is not realized. Research findings suggested recommendations for academic institutions interested in utilizing this strategy to advance women. 相似文献
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The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one semi-structured interviews were used to explore academics’ experiences of mentoring, with a view to understanding the broader benefits mentoring might offer to the academic community. Findings from the study highlight that in an era where change is pervasive tertiary education providers should consider implementing mentoring as a valuable approach for supporting the work of academics. The academics in this research explained that through mentoring, they learnt how to build professional relationships and friendships; it helped them develop a sense of personal satisfaction; acted as a catalyst for career and leadership enhancement; expanded understandings of teaching and research and as a consequence of engaging in self-reflection it opened up new ways of thinking about their work. 相似文献
15.
Semiyu Aderibigbe Laura Colucci-Gray Donald S. Gray 《Mentoring & Tutoring: Partnership in Learning》2016,24(1):8-29
Researchers indicate that prior experience and beliefs about learning and teaching held by practicing and pre-service teachers contribute significantly in shaping their mentoring relationships and, more broadly, their career outlook and aspirations. While mentoring is commonly seen as a form of support for pre-service teachers, mentoring can be pivotal in the creation of enabling environments in which collaborative, professional dialogs are undertaken. Yet, there lies a tension between enculturation into the norms of schools and promoting self-belief, participation, and collaboration. Drawing on a qualitative methodology, in this study we focused on the conceptions and expectations of classroom mentoring within the context of a teacher reform initiative in Scotland. Findings indicated that participants in the study held a mixture of beliefs regarding mentoring practices. Implications for partnership arrangements in initial teacher education and teachers’ career development were discussed. 相似文献
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Estelle Kamler 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):297-316
The graying of the superintendency, a diminished talent pool, and lack of diversity have prompted American educators to develop innovative strategies that encourage, support and prepare school leaders for the superintendency. For instance, in Nassau County, Long Island, New York, the superintendents’ council, in affiliation with the regional school leadership center and a local university, developed an inclusive mentoring network called the Aspiring Superintendents’ Study Group. This collaborative structure was designed to tap promising leaders and promote their interest in becoming superintendents. As the coordinator of this study group I employed various qualitative data collection methods, including observation, open‐ended questionnaires and interviews, to gauge the effectiveness of the program. A detailed account of the participants’ perceptions emphasizes the need for such networks to expand the field of candidates and, in particular, increase access to the superintendency for women and minorities. In addition, the study group design and mentoring insights can be applied to other settings in which there is a desire to establish an alternative mentoring framework. 相似文献
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Tarae Terry 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):187-212
Doctoral students leave their programs early due to lack of mentoring relationships needed to support degree completion and success. However, how mentoring contributes to Ed.D degree completion is not widely studied. In this qualitative narrative study, we sought to explore how multiple mentoring relationships reduced attrition in an Ed.D program. Study participants shared their experiences with mentors across their life domains (academic, personal, and professional) to seek support needed to promote progression and or completion of the program. Each mentoring relationship served a specific purpose. For instance, family members and friends supported participants with home duties, childcare, encouragement, and praise during their doctoral journey. Supervisors supported the participant’s success both academically and professionally. Fellow doctoral students enhanced the learning experience by sharing different perspectives and providing academic and career advice/strategies. Faculty mentoring support was critical to the academic and dissertation process as well as to scholarly development. 相似文献
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Pat O’Connor Clare O’Hagan Eva Sophia Myers Liv Baisner Georgi Apostolov Irina Topuzova 《高等教育研究与发展》2020,39(4):764-777
ABSTRACTThis article is concerned with the source of men’s invisible advantage in the male-dominated disciplines of Science, Technology, Engineering and Mathematics (STEM). It is suggested that this advantage has been obscured by combining sponsorship and mentoring. The research asks: Are men or women most likely to be mentored? Is it possible to distinguish between mentoring and sponsorship? Is there gender variation in either or both of these depending on the source – whether from the academic supervisor, line manager or other senior academics? This qualitative study draws on interview data from 106 respondents (57 men and 48 women) at high, mid and early levels, in four universities: one each in Bulgaria, Denmark, Ireland, and Turkey. It shows that both men and women received mentoring from their PhD supervisor, albeit with slightly different reported nuances. Men were more likely than women to receive sponsorship in that relationship. Both men and women received sponsorship from the Head of Department, whose wider responsibilities may have reduced homophily. Men were more likely than women to receive sponsorship and mentoring from senior men, with most women indicating a lack of access to such senior academics. By distinguishing between mentoring and sponsorship, this article contributes to our understanding of the way male dominance in STEM is perpetuated and suggests the source of men’s invisible advantage in STEM. 相似文献
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ABSTRACTHuman resource development professionals in Higher Education are continually striving to develop efficient interventions to increase the capabilities of their leaders. As a result of evaluating feedback from an action learning (AL) programme designed and delivered in North West Higher Education Institutions in the UK for women in senior academic and professional service roles, we are able to share how AL can be utilised to transcend and supplement traditional leadership training. The article discusses the approach taken to support participants to develop vital leadership behaviours through the acquisition of critical questioning and reflective habits whilst developing strong supportive cross-institutional relationships with other higher education leaders. 相似文献