ERG SES G14, Mentoring and Education
Principals have important roles in forming effective school environments, administration of the school and providing that the schools achieve their goals. Mulford (2003) emphasizes the roles of principals working in education organizations being more flexible and variable about possessing the power, assessments based on student performance, complicated social environment, society with multiple poles, the changes of the roles of teachers and redesigning the teaching than their roles in the past. The studies (Balyer, 2012; Castle & Mitchell, 2001; Foster, 2007; Hale & Moorman, 2003; Morrison, 2007; Salazar, 2007) in the literature also state that modern principals have the roles of being facilitator, encouraging, instructional leadership, transformational leadership, visionary leadership, coaching, security expertise, program administrator, change administrator, economist, supervisor and mentor.
Mentoring can be defined as the process of guidance made by the experienced people having necessary skills and information for the novices in order to help them accomplish their jobs better (Searby & Tripses, 2012). According to Aydın (2012), mentoring based on its educational meaning can be described as the process of guidance and making suggestions including the helps and encouragements of the experienced educators in order to improve the other educators’ teaching skills and information. This process does not take place only between experienced and not experienced teachers but it also exists between principals (as mentors) and the teachers (mentee). The interaction between mentor and mentee is a change process affecting an individual’s life forever (Sullivan & Glanz, 2005). Mentoring is one of most important tools for principals as experienced teachers and administrators in order to handle with the changes such as in technology, life, society and education. The duty of the principals as mentors can be expressed as helping teachers improve their skills, attitudes and behaviors related to education, handle with the changes experienced and access their personal development goals. The aims of the applications of mentoring is to focus on knowledge of teaching profession, classroom management, school rules which are written and not written and other important skills (Kocabaş & Yirci, 2012).
In Turkey, the process of mentoring takes place in the schools under experienced mentors (usually principals) supervision. This process is also the process of candidature of developing teachers. This candidature process includes one or two-year process begins with completing undergraduate program and becoming a candidate teacher in a school and end with becoming accepted as a real teacher by Ministry of Education. In this process, the candidate teachers attend in mentoring process which is important for them since they need motivation, encourage, guidance and feedback (Kocabaş & Yirci, 2012).
The purpose of the present study is to determine the level of mentoring roles achieved by principals in the process of teachers’ professional development. With this motivation, the answers of the following questions are investigated. The questions are;
- In what levels are the determined mentoring roles made by the school principals with respect to the views of the teacher considering the types of the mentoring roles?
- Is there any significant difference of the views about the mentoring roles with respect to some demographic variables as gender, experience year, branch and type of school?
Aydın, İ. (2012). Öğretimde denetim. Ankara: Pegem A. Balyer, A. (2012). Transformational Leadership Behaviors of School Principals: A Qualitative Research Based on Teachers’ Perceptions, International Online Journal of Educational Sciences, 4(3), 581-591. Castle, J. B. & Mitchell, C. (2001). Roles of elementary school principals in Ontario: Tasks and tensions, executive summary, Ontario Principals’ Council, 1-9. Foster, L. (2007). Changing secondary school leaders’ role in public education, Changing role of the middle level and high school leader: Learning from the past-preparing for the future, National Association of Secondary School Principals, 1-4. Hale, E. L. & Moorman, H. N. (2003). Preparing school principals: A national perspective on policy and program innovations, Institute for Educational Leadership, 1-28. Kocabaş, İ. & Yirci, R. (2012). Türkiye’de bir mentorluk uygulaması: Aday öğretmenlerin yetiştirilmesi. Dünyada Mentorluk Uygulamaları. (ed: R. Yirci; İ. Koçabaş). Ankara: Pegem A. Morrison, H. (2007). Promising leadership practices, Changing role of the middle level and high school leader: Learning from the past-preparing for the future, National Association of Secondary School Principals, 19-30. Mulford, B. (2003). School leaders: Changing roles and impact on teacher and school effectiveness, OECD, 1-65. Salazar, P. (2007). The role of the secondary school leader - The current reality, Changing role of the middle level and high school leader: Learning from the past-preparing for the future, National Association of Secondary School Principals, 5-17. Searby, L. & Tripses J. (2012). Etkili mentorlar olabilmeleri için okul liderlerini hazırlama. Dünyada mentorluk uygulamaları. (ed: R. Yirci; İ. Koçabaş). Ankara: Pegem A. Sezgin, F. (2003). Öğretim üyelerinin yetiştiricilik rolleri. Kuram ve Uygulamada Eğitim Yönetimi, (33), 132-159. Sullivan, S. & Glanz, J. (2005). Supervision that improves teaching: strategies and techniques. California: Corwin Press.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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