info@headmastershelpdesk.com
info@headmastershelpdesk.com
Over the past 16 years or so, I have conducted empirical research on the topic of mentoring not only of the learners but of educators too. Over the past 12 years, I have been the headmaster of 1300 boys in a public boys’ school and it is interesting to observe that, with a clearly defined mentoring programme and through positive reinforcement initiatives, there is an improvement in their overall behaviour. Confidential research confirms this view from an educator’s and boy’s perspective.
Mentoring is a topic that I am particularly passionate about and I feel that we as educators have a significant role to play in shaping and assisting our young PL1 educators, middle management (e.g. subject heads and HODs PL2), and senior management, with whom we are in contact daily. The positive impact of mentoring cannot be denied and the research supports this notion.
“a sustained developmental relationship between an adult and youth or an experienced person such as an educator with long service and an inexperienced (newly qualified) educator, or both qualified and experienced professionals, but where one has acquired the new required knowledge and skills while the other has not. The mentor provides guidance and support to a mentee with respect to a wide range of knowledge, skills, attitudes and values (DoE, 2008:22).
It also acknowledges two types of mentoring, namely formal and informal mentoring. Informal mentoring is a natural occurrence and one person out of three will turn to another for growth and development. Mentoring should not be enforced, but should be a commitment from the educator and the school management team to improve teaching and learning. Formal mentoring, on the other hand, is structured and mentors are carefully selected to distribute skills and knowledge. The importance of formal and informal mentoring is equally stressed.
Furthermore, the DoE states that mentoring is a process whereby challenges are addressed and skills are acquired to improve teaching and learning. It is through mentoring that educators grow in their subject fields, thus improving teaching and learning. Lord, Atkinson and Mitchell (2008) argue that mentoring is linked to the professional development of an individual person. The mentoring approach should provide guidance to bring about professional growth.
Robinson (2011) in Luman (2018:47) claims that “mentoring develops and enhances the mentees as well as the mentors. For the success of a mentoring programme, the commitment of both the mentor and the mentee must be confirmed. Novice educators can be supported by mentoring programmes”.
Frydaki and Mimoura (2014) argue that the most important part of mentoring is to help the novice educator to implement what they have learnt successfully. They further argue that a school mentoring programme will assist both the mentor and the mentee to rethink practices and views about successful learning and to support the novice educator in general. Mentoring, thus, becomes much more than just guiding the novice educator in the secondary school; it becomes a process where best practices can be shared and provide a support structure for the educator.
Rockoff (2008) says that mentoring is important as it improves the ultimate performance of teachers. She argues that mentoring is important to maintain the quality of teaching and learning, but also to reduce the turnover among new teachers. Borsuk (2009) also argues that a mentoring programme helps to retain educators and that, if an educator leaves the profession, it is because of relocation and a promotion; not because they are challenged by the profession.
Luman (2022) believes that the role of the principal is critical in ensuring that the mentoring of educators is successful. Khumalo (2018) in Luman (2022:37) argues that “the theory of mentoring is pertinent to the education system and school leadership with empirical evidence indicating a correlation between great school leadership and performance.”
High-quality mentoring can be employed as a tool to bridge the “ways of doing” with the “ways of being” required in order for school leaders to be effective (Bush, 2009: 54). Mentoring supports leaders in developing personal values and beliefs related to learning and school leadership, which in turn enables leaders to act more effectively. Research has also identified mentoring as a powerful tool to train, recruit, and retain principals. Having the skills of a highly qualified teacher is no longer enough to be an effective school leader. Quality mentoring has the potential to bridge the gap between understanding how to instruct in the classroom and understanding the wide range of issues to be addressed by a school principal (Bush, 2009).
Furthermore, there is increasing research recognising that mentoring is a powerful tool to develop professional practice (Darling-Hammond and Brandsford, 2007). The school leaders of today need to be “visionaries and change agents, instructional leaders, curriculum and assessment experts, budget analysts, facility managers, special programme administrators, and community builders” (Darling-Hammond et al., 2007: 1).
Msila (2012:49) in Luman (2022) established that mentoring is “the single most powerful thing that a principal can do to enhance personal survival and effectiveness in any school”. Furthermore, he proposed that South African schools’ educator mentors are an essential part of a school’s resources to attend to the professional development of competent educators. Mukeredzi, Mthiyane, and Bertram (2015) support Msila (2012) and contend that “mentoring is the single most effective action in order to promote competence and quality amongst educators in South African schools” (Luman, 2022:29).
To develop new leadership, mentoring programmes need to focus on both the content of leadership within a given system and the practice of effective mentoring. Mentees need support in applying theoretical understanding, developing technical skills, and reflecting on the moral imperative of their work. Understanding that providing quality mentor experiences for new leaders eases the transition to taking a leadership role while increasing job satisfaction and ultimately the retention of principals.
The role of a mentor is to encourage the personal and professional development of a mentee through the sharing of knowledge, expertise, and experience. The mentoring relationship is built on mutual trust, respect, and communication and involves both parties meeting regularly to exchange ideas, discuss progress, and set goals for further development. Mentoring has the potential to be a powerful tool to help prepare future school leaders in the context of leading a school.
Farren (2006:7) states that mentorship is a relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. The mentor may be older or younger than the person being mentored, but she or he must have a certain area of expertise. It is a learning and development partnership between someone with vast experience and someone who wants to learn (Luman, 2018:47).
Iain Shippey (2014:24) in Luman (2018:47), while addressing the role of a coach in mentoring athletes, similarly points out that a mentor creates a positive environment which fosters trust. Shippey notes the “leader can then make your team environment a positive one and […] facilitate a feeling of co-operation, teamwork, and joy among your players” (Luman, 2018: 47). Robinson (2011:26) in Luman (2018:47) furthermore points out that “mentors stand by to remind us of the skills we already possess and what we can achieve if we continue to work hard.” He also advises that mentors help mentees to look inwards, to establish self-awareness and their own value system. If a mentor is looking to assist a mentee in establishing a sound value system, it stands to reason that he should be reflecting on his own value system in this process. Part of the role-modelling practised in this relationship must, by necessity, be deliberate, planned, and thoughtfully executed in order to demonstrate the values and benefits of the practices the mentor is advocating.
Each of the aforementioned authors refers to the importance of establishing relationships and the development of clear communication between mentors and mentees. These elements are valuable skills the mentor can use outside of his mentorship role in the wider context of his life. When compared, these readings have a common thread: being a mentor involves the transfer of learned skills and values from the mentor to the mentee. It is therefore of critical importance for the mentor himself to be trained in, and to value, these particular skills and to look for effective ways to pass them on.
Researchers argue that mentoring is one of the most effective professional development approaches. In mentoring, mentors use their knowledge and experience to guide and teach others (Ellinger, 2010). Researchers agree that mentoring as a professional development strategy enhances job promotion, provides opportunities for career advancement, ensures better job satisfaction, and leads to educator-retention in schools.
Mentoring can be inhibited by different factors, for example, time constraints, the educator’s unwillingness to change and lack of a formal mentoring process and structure (DoE, 2008). A favourable environment for a new or inexperienced educator should be created to allow him or her to approach an experienced educator as a mentor, to professionally develop and learn all the skills of the trade (George & Robinson, 2011).
It can be argued that mentoring is not only the responsibility of the school management team or the principal, but it should be the responsibility of all educators at the school. Senior educators can mentor juniors regarding what is required in various roles within a school, for example a subject head, grade head, superintendent of boarding, etc. Lord, et al. (2008) argue that one way to approach mentoring is through team work. In this approach, one individual works with the other for guidance and support, thereby gaining knowledge and skills to enhance teaching and learning. The person supporting the individual acts as a mentor (Robinson, 2011).
According to Cho, Ramanan, and Feldman (2011), a mentor should have admirable personal qualities. An outstanding mentor must be compassionate, enthusiastic, generous, honest, insightful, and selfless and have wisdom. Mentors must provide guidance in a productive manner. The mentor must be able to highlight the potential in his/her mentees and emphasise the importance of on-going communication. Christine et al. (2011) continue that the mentor should, therefore, be in conversation with the mentee at all times. It can be argued that good mentors should lead the mentees to success in their profession. They are persistent in sharing their skills and knowledge.
Robinson (2011) contends that good mentors are willing to give instructional support and will coach the mentees to improve their performance. Furthermore, he argues that an excellent mentor is a person who assists the mentee to find solutions for him or herself and does not provide ready-made answers. As a strategy of professional development, it is important to understand the importance of mentoring in secondary schools.
From their research, Cummins and Adams (2018) in Luman (2022:38) established that relationality is key to the role of school leaders. In their response to a questionnaire about their daily leadership practice, the four most nominated practices were “relationship building”, “communication and listening skills”, “role-modelling core values” and “nurturing and enhancing community”. They also emphasise the importance of visibility – making the presence felt by supporting staff, greeting students and parents, and role-modelling positive character traits (Cummins and Adams, 2018).
Furthermore, Cummins and Adams (2018) in Luman (2022) believe that “effective leaders are those who are capable of fulfilling a number of roles which include that of strategy and leadership; directing as a mission-orientated servant leader; motivating as an evidence-based high-performance leader; education: influence as a research driven instructional leader and finally culture: inspiring as a growth-minded change leader” (Luman, 2022:38).
To summarise, the key roles would cover the following aspects :
By fulfilling these key roles, mentors can have a profound impact on their mentees’ academic, personal, and professional growth.
Some of the constraints to mentoring can include, amongst others, the educator’s fear to change and reluctance to be mentored (DoE 2012). Hansford, Ehrich, and Tennent (2004:11) found that the most profound barriers to mentoring are the “lack of time, professional expertise, and personality mismatch”. This supports the argument that time can inhibit the mentoring process at the school. Furthermore, they contend that the mentor must be skilled and experienced and there must be a mutual understanding between the mentor and the mentee. Cultural diversity can also be a barrier to mentoring and “cultural and gender biases” can make mentoring a negative experience (Hansford, et al., 2004:17).
Crasborn, Hennisson, Brouwer, Korthagen, and Bergen (2008) argue that mentoring is done more effectively when there is a formal mentoring programme and process at the school. Barreraa, Braleyb, and Slate (2010) argue that mentors find it very challenging when there are no formal administration processes to guide the mentoring process, when there is nothing in place to support, to schedule meetings between mentor and mentee and when there are no formal instructions guiding the mentors and the mentees.
From the research provided, it is evident that, in education circles, mentoring as a professional development strategy enhances job promotion, provides opportunities for career advancement, ensures better job satisfaction, and leads to educator retention in schools. Furthermore, mentoring not only helps secondary school educators with their teaching practices, but ultimately improves the teaching and learning practices.
It is further recommended that professional development and mentoring must be on–going and not a one-off isolated activity.
Mentorship programmes form part of our specialised educational consultancy service. We have extensive experience when it comes to the implementation of mentorship programmes in secondary schools. If we can assist in any way, feel free to contact us to discuss your needs and requirements on info@headmastershelpdesk.com or 0828044731. We can discuss the procedures and successes of our mentorship approach and how this can be tailored to your school.
Barreraa, RT., Braleyb, A & Slatec, JR. (2010). Fostering a mentoring mindset across teaching and learning contexts. Mentoring & Tutoring: Partnership in Learning, Vol 8, No. 1.
Bush, T. (2009). Leadership development and school improvement: contemporary issues in leadership development. Educational Review, Vol. 61:4, 375-389, DOI: 10.1080/00131910903403956
Cho, S.C., Raman, R.A., and Feldman, M.D. (2011). Defining the Ideal Qualities of Mentorship: A Qualitative Analysis of the Characteristics of Outstanding Mentors. The American Journal of Medicine. Vol 124, Issue 5, 453-458.
Crasborn, F., Hennisson, P., Brouwer, N., Korthagen, F. & Bergen, T. (2008). Promoting versatility in mentor teachers’ use of supervisory skills. Teaching and Teacher Education, Vol 24, Issue 3, 499-514.
Cummins, P and Adams, B. (2018). Character Education in Schools for Boys. CIRCLE. IBSC. USA
Darling-Hammond, L, Brandsford ,J. (2007). Preparing teachers for a changing world: What teachers learn and should be able to do. Indianapolis: Jossey-Bass.
Department of Education. (DoE). (2008). Mentor school managers and manage mentoring programmes in schools, a module of the advanced certificate: Education school management and Leadership. Pretoria: Department of Education.
Farren, C (2006). Eight Types of Mentors: Which Ones Do You Need? Retrieved from https://pdf4pro.com/cdn/eight-types-of-mentors-which-ones-do-you-need-53da67.pdf. Accessed 24/06/18.
Frydaki, E. (2014). Mentoring as a Means for Transforming Mentor-Teachers’ Practical Knowledge: A Case Study from Greece. International Education Research. 2. 1-16. 10.12735/ier.v2i1p1.
Haak, PA. (2006). Mentoring and professional development programs: Possibilities and pitfalls. Music Educators Journal, 92, 4.
Lord, P., Atkinson, M. & Mitchell, H. (2008). Mentoring and coaching for professionals: A study of the research evidence. London: National Foundation for Educational Research.
Luman, CJ. (2018): Managing learner behaviour of Grade 9 boys at a public fee paying secondary school in Pietermaritzburg, KwaZulu-Natal. [Masters dissertation, University of South Africa.]
Luman, CJ. (2022): Managing an effective character-based education mentor system for Grade 8 boys in South African schools. [Unpublished Doctoral thesis]. University of South Africa, Pretoria
Rockoff, J. (2008). Does Mentoring Reduce Turnover and Improve Skills of New Employees? Evidence from Teachers in New York City. Working Paper, Columbia Business School.
Robinson, K. (2011). The element: how finding your passion changes everything. New York City: Viking Press.
Shippey, I. (2014). Coaches and captains. Johannesburg: Minuteman Press.
Smith, C. (2015). The role of mentoring in the professional development of educators at secondary schools. [Masters dissertation, University of Pretoria.]