International Journal of Mentoring and Coaching in Education最新文献_第10页

Mentoring, research self-efficacy, work–life balance and psychological well-being of doctoral program students 辅导、研究自我效能、工作与生活平衡与博士生心理健康

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-11-15 DOI: 10.1108/ijmce-07-2020-0036

Zain Haider, Rabia Dasti

{"title":"Mentoring, research self-efficacy, work–life balance and psychological well-being of doctoral program students","authors":"Zain Haider, Rabia Dasti","doi":"10.1108/ijmce-07-2020-0036","DOIUrl":"https://doi.org/10.1108/ijmce-07-2020-0036","url":null,"abstract":"PurposeThe present correlational research study examined the theoretical and statistical relationship between mentoring, research self-efficacy, work–life balance and the psychological well-being of doctoral program students. The study highlights the positive role of mentoring for uplifting the eudemonic aspects of well-being of doctoral program students of natural sciences.Design/methodology/approachA purposive sample (N = 72) of natural sciences doctoral program students was selected from the Higher Education Commission recognized universities of Lahore and Sargodha. Participants' experiences regarding mentoring were operationalized utilizing the Mentorship Effectiveness Scale (Berk et al., 2005). Similarly, their levels of research self-efficacy, work–life balance and psychological well-being were operationalized via the Self-Efficacy in Research Measure (Phillips and Russell, 1994), Work–life Balance Scale (Brough et al., 2014) and Psychological Well-Being Scale (Ryff, 1989), respectively.FindingsResults indicated that mentoring, research self-efficacy, work–life balance and psychological well-being were significantly positively related to one another. The parallel mediation analysis through the process established the path model of mentoring and psychological well-being. The model highlights the importance of mentoring mechanisms in strengthening research self-efficacy and work–life balance and in turn enhancing the psychological well-being of doctoral program students.Originality/valueThis paper highlights the significance of mentoring for the psychological well-being of doctoral program students. It can guide policymakers and mentors to acknowledge and address the research-based needs of these students in terms of improved well-being and productivity.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46925252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: “We have to narrow the distance” 探索教职工导师在培养大学生道德领导力方面的作用：“我们必须缩小距离”

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-10-22 DOI: 10.1108/ijmce-09-2020-0058

Meg E. Evans, Rebecca M. Taylor, Laila I. McCloud, Katherine H. Burr

{"title":"Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: “We have to narrow the distance”","authors":"Meg E. Evans, Rebecca M. Taylor, Laila I. McCloud, Katherine H. Burr","doi":"10.1108/ijmce-09-2020-0058","DOIUrl":"https://doi.org/10.1108/ijmce-09-2020-0058","url":null,"abstract":"PurposeThe purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships that enhance ethical leadership development.Design/methodology/approachThis exploratory qualitative inquiry used the Relational-Ethical-Affective-Dialogic (READ) mentoring model as a framework to examine the experiences of 13 undergraduate mentees and faculty/staff mentors in a formal mentoring program. Each study participant engaged in one semi-structured interview. Researchers coded and analyzed data using the sort and sift, think and shift process identifying power quotes to guide the thematic analysis.FindingsThe data collected in this study revealed insights into the aspects of mentor relationships that both undergraduate mentees and their mentors perceived as contributing to students' ethical leadership development. Salient elements included: (1) relational features of the mentee-mentor dynamic including trust and reciprocity; (2) structural features of the mentoring program including its focus on ethics; and (3) mentoring approaches that were attentive to power and positionality within the mentoring relationship and involved professional judgment about self-disclosure.Originality/valueThis study adds to the literature by exploring effective mentoring for ethical leadership development across disciplines. With colleges and universities serving a vital role in preparing the next generation of leaders for ethical engagement in their democratic and professional roles after graduation, it is imperative to broaden our understanding of how faculty and staff can support students' ethical leadership development.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44333614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Understanding coaching efficacy in education through activity systems: privileging the nuances of provision 通过活动系统理解教育中的辅导效果：优先考虑提供的细微差别

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-10-14 DOI: 10.1108/ijmce-02-2021-0036

Rachel M. Lofthouse, Anthea Rose, R. Whiteside

{"title":"Understanding coaching efficacy in education through activity systems: privileging the nuances of provision","authors":"Rachel M. Lofthouse, Anthea Rose, R. Whiteside","doi":"10.1108/ijmce-02-2021-0036","DOIUrl":"https://doi.org/10.1108/ijmce-02-2021-0036","url":null,"abstract":"PurposeThe research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of coaching in education.Design/methodology/approachThree examples of coaching in education were selected, involving 51 schools in England. The three examples were re-analysed using activity systems. This drew on existing evaluation evidence, gathered through interviews, questionnaires, focus groups and recordings of coaching.FindingsIn each example, the object of the coaching was to address a specific challenge to secure the desired quality of education. Using activity systems it is possible to demonstrate that coaching has a range of functions (both intended and consequential). The individual examples illustrate the potential of coaching to support change in complex and diverse education settings.Research limitations/implicationsThe use of existing data from evaluations means that direct comparisons between examples are not made. While data were collected throughout the duration of each coaching programme no follow-up data was available.Practical implicationsThe analysis of the examples of coaching using activity systems provides evidence of the efficacy of specific coaching provision in achieving individually defined objectives related to sustaining and improving specific educational practices.Originality/valueThe research offers insights into how coaching in education might be better tuned to the specific needs of contexts and the challenges experienced by the individuals working in them. In addition, it demonstrates the value of activity systems as an analytical tool to make sense of coaching efficacy.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43580667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Perceptions, reality and semantics: exploring perceptions of coaching and academic advising as distinct roles 感知、现实和语义:探索教练和学术咨询作为不同角色的感知

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-10-12 DOI: 10.1108/ijmce-10-2020-0063

Alicia Sepulveda, M. Birnbaum

引用次数: 1

Theorizing about components of teacher professional development: supports and barriers 教师专业发展要素的理论化:支持与障碍

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-10-12 DOI: 10.1108/ijmce-02-2021-0040

Richelle Marynowski, A. Darroch, Asta Gregory, M. James

{"title":"Theorizing about components of teacher professional development: supports and barriers","authors":"Richelle Marynowski, A. Darroch, Asta Gregory, M. James","doi":"10.1108/ijmce-02-2021-0040","DOIUrl":"https://doi.org/10.1108/ijmce-02-2021-0040","url":null,"abstract":"PurposeThis paper reports on a study exploring a sustained coaching model of teacher professional development (PD). The study was undertaken with middle school teachers in a small rural school division in Alberta, Canada. The goal of the study was to theorize about the components of the sustained coaching model of PD that supported or was a barrier to teachers engaging in a year-long PD series.Design/methodology/approachA grounded theory methodology was used to theorize about the components of a teacher PD model that participants viewed as being a support or barrier to their engagement in the PD. Data were collected from two individual participant interviews: one interview at the beginning of the year and one interview at the end of the year.FindingsFindings indicate that teacher PD should include a constant community, accountability to other participants in that community, and a balance of theoretical and practical support and be provided over multiple sessions. In addition, in order for the PD to be sustainable, barriers to engaging in the PD should be minimized.Originality/valueA recognition of the complexity of the factors influencing a teacher's interaction with PD provides a lens with which to consider the potential for a teacher's engagement with PD.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43719956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coaching: an approach for leadership development in the Singapore education system 辅导：新加坡教育体系中领导力发展的一种方法

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-10-01 DOI: 10.1108/ijmce-09-2021-0089

Z. Boon

{"title":"Coaching: an approach for leadership development in the Singapore education system","authors":"Z. Boon","doi":"10.1108/ijmce-09-2021-0089","DOIUrl":"https://doi.org/10.1108/ijmce-09-2021-0089","url":null,"abstract":"PurposeThis paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of beginning principals and principal-trainers, as well as the related benefits and challenges.Design/methodology/approachA qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis.FindingsBeginning principals described a positive, helpful and empowering coaching experience when coached by principal-trainers. The latter skillfully asked questions in a safe, non-threatening space for deeper self-reflection. In the process, beginning principals gained greater self-awareness and self-empowerment, and appreciated the shared context of school leadership. While coaching is a useful leadership development approach, inherent implementation challenges were identified.Research limitations/implicationsCoaching as a system-wide strategy to support school leaders in Singapore has only recently been implemented. Further research using a larger sample is recommended as coaching becomes more pervasive.Practical implicationsThe findings revealed a compelling case for a more pervasive adoption of coaching as an approach to support leadership development. Coaching facilitates effective school leadership, and there is scope for self-coaching, peer coaching and coach supervision of principals, middle leaders and classroom teachers.Originality/valueThis paper highlights the nature and positive impact of principalship coaching within a specific policy and cultural context of the Singapore education system. It adds to the body of literature on principal preparation, development and support.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43707454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pedagogical mentoring in Chilean schools: an innovative approach to teachers' professional learning 智利学校的教学辅导：教师专业学习的创新方法

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-09-30 DOI: 10.1108/ijmce-01-2021-0028

Soraya Sablo Sutton, Carolina Cuéllar, Mar’a González, M. Espinosa

{"title":"Pedagogical mentoring in Chilean schools: an innovative approach to teachers' professional learning","authors":"Soraya Sablo Sutton, Carolina Cuéllar, Mar’a González, M. Espinosa","doi":"10.1108/ijmce-01-2021-0028","DOIUrl":"https://doi.org/10.1108/ijmce-01-2021-0028","url":null,"abstract":"PurposeThe purpose of this study was to explore the conditions and challenges that facilitate teacher professional learning through the implementation of pedagogical mentoring (PM) within the Chilean school context.Design/methodology/approachThis study employed a qualitative methods approach, utilizing an instrumental case study. As the primary data source, researchers conducted 14 individual, semistructured interviews. Participants included two comentors, six mentor teachers and six mentee teachers from two K-8 focal school sites. Data were examined using the content analysis method.FindingsResults revealed five aspects that contributed to PM's execution: the voluntary participation model, the reflective emphasis, the focus on teaching and learning, the facilitating role of the principal and comentor support. At the same time, the findings indicated three factors that hindered PM's success: interruptions due to schedule conflicts, limited dissemination throughout the school community and assimilation of the values embedded in the Chilean teacher evaluation system.Practical implicationsPM holds great potential for collaborative professional development and continuous improvement of teachers' instructional practices, drawing on their experiences and resources and leading to the strengthening sense of professionalism in teaching and in teachers' social esteem.Originality/valueThis is the first research to address a formal PM project in Chile aimed specifically at in-service teachers. Previous projects in the country have focused on novice teachers. Unlike other initiatives in the region, this project does not focus on teacher induction but on capacity building within schools through collaborative work. This research also adopts an approach based on support for teachers' professional development, while in Chile the main policies currently focus on teacher evaluation.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49194850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An exploration of challenges and support when coaches model instruction for teachers 探究教练指导教师时的挑战与支持

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-09-22 DOI: 10.1108/ijmce-02-2021-0032

E. Saclarides

{"title":"An exploration of challenges and support when coaches model instruction for teachers","authors":"E. Saclarides","doi":"10.1108/ijmce-02-2021-0032","DOIUrl":"https://doi.org/10.1108/ijmce-02-2021-0032","url":null,"abstract":"PurposeModeling is a potentially productive activity in which coaches can engage teachers to support teaching and learning (Gibbons and Cobb, 2017). Yet, there is a lack of empirical research that describes how coaches can productively implement this activity with teachers. The overarching purpose of this study was to explore the challenges and support coaches faced while modeling instruction for teachers.Design/methodology/approachTwenty-nine semi-structured interviews were conducted with five coaches and six elementary teachers in two different school districts in the United States. The data were qualitatively coded using a combination of literature-driven and emergent codes.FindingsParticipants identified 16 distinct challenges they faced during coaching cycles involving modeling, and 11 supports that could ultimately enhance the success of the modeled lesson for all involved parties. These challenges and support spanned the broad categories of contextual factors, management and logistics, pedagogical dilemmas and teacher learning.Originality/valueAlthough modeling is a popular coaching activity, researchers have only an emerging understanding of the challenges associated with modeling instruction, as well as the support that can enhance the modeled lesson's success. By having a thorough understanding of such challenges and support, coaches can effectively leverage modeling to support teaching and learning at their schools. Hence, the findings from this study will importantly inform coaching practice, as well as future research directions.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44096439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“I thought I was prepared to do this”: an exploration of the learning and development of leadership coaches “我以为我已经准备好了”:探索领导力教练的学习和发展

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-09-21 DOI: 10.1108/ijmce-01-2021-0014

K. S. Huggins, Hans W. Klar, P. M. Andreoli

引用次数: 3

Novice principal mentoring and professional development 新手校长辅导和专业发展

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2021-08-20 DOI: 10.1108/IJMCE-01-2021-0015

Nirit Pariente, Dorit Tubin

{"title":"Novice principal mentoring and professional development","authors":"Nirit Pariente, Dorit Tubin","doi":"10.1108/IJMCE-01-2021-0015","DOIUrl":"https://doi.org/10.1108/IJMCE-01-2021-0015","url":null,"abstract":"PurposeThis article explores the contribution of mentoring to the professional development of novice principals. Based on Abbott’s (1988) framework, the authors suggest that effective mentoring depends on the extent it develops professional core knowledge, which includes the skills of diagnosis, intervention and inference that are heavily based on academic knowledge, practical experience, self-awareness and reflective ability.Design/methodology/approachAn exploratory qualitative methodology was applied to discover principals’ perceptions of their mentoring. The authors interviewed 15 novice principals about their mentoring events and conducted a category-based analysis to find out how these events reflect contributions to their diagnosis, intervention and inference skills.FindingsThe study found that most of the mentoring events provided support for the intervention skill, while ignoring the skills of diagnosis and inference. We suggest that to develop novice principals professionally, mentors should place similar emphasis on all three skills.Research limitations/implicationsThe small research population and its possible bias toward positive mentoring experience may present only part of the picture. Still, the data provided important insights into how mentoring supports (or not) professional skills development, even in the best cases. Using professional skills in a large sample survey of effective and less effective mentoring relationships would help to validate this framework.Practical implicationsFirst, the findings serve as a guideline for mentor training programs to help develop mentors’ ability to support all three professional skills. Second, the findings may help novice principals to evaluate their mentoring relationships and their contribution to developing professional core knowledge skills.Originality/valueThe professional skills framework adds to the principal mentoring literature by emphasizing the importance of diagnosis, intervention and inference skills, in addition to certain content and specific conditions.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42637466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4