The principalship: how significant is mentoring?

Brian Hansford · Lisa Catherine Ehrich

147 citations0/0 files storedJournal of Educational Administration

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Mentoring and Academic Development Teacher Education and Leadership Studies School Leadership and Teacher Performance

Abstract

Purpose - 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. © Emerald Group Publishing Limited.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 147 citations exist upstream.

References

1991Mentoring and Undergraduate Academic Success: A Literature Review 2005Educating School Leaders.2004Formal Mentoring Programs in Education and Other Professions: A Review of the Literature 1990Mentoring Relations: A Definition to Advance Research and Practice 2002A Preparation for School Leadership 1997The dark side of mentoring

Cited by

2007Mentoring for experienced school principals: professional learning in a safe place 2010The Role of Isolation in Predicting New Principals’ Burnout 2010Mentoring and Coaching Rural School Leaders: What Do They Need?2024Review of systematic reviews in educational leadership and management: Methods used, topics explored and geographies covered

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.