“Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations

Kühn, Clara; Hagenauer, Gerda; Gröschner, Alexander

doi:10.1016/j.tate.2022.103659

Cited by 26 publications

(19 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hence, the current study is significant to explore the challenges in managing CPD at high schools in Indonesia and provides suitable solutions for the problems. Theoretically, this study will contribute to the elaboration of expectancy-value theory and sociological models that are frequently used in research on CPD (Boström and Palm, 2020;Kuhn et al, 2022). This particular study is significant for the policymakers, especially the government to take action in designing suitable CPD programmes for school principals, hence providing educational contributions to relevant stakeholders and authorities.…”

Section: Introductionmentioning

confidence: 94%

“…Theoretically, expectancy-value theory and sociological models that account for decisions through the effect of sociodemographics are frequently used in CPD research to explain why people choose to participate in CPD or not (Boström and Palm, 2020;Kuhn et al, 2022). These ideas can be used to decipher theoretical descriptions of the perceived CPD needs of principals, as well as to explain why people engage in CPD or do not.…”

Section: Theoretical Perspectives On Continuous Professional Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Continuous professional development programmes for school principals in the 21st century: Lessons learned from educational leadership practices

et al. 2022

View full text Add to dashboard Cite

Continuous professional development (CPD) is important for educational leaders to improve institutional performance and students’ learning outcomes. Yet, organizing effective professional development programmes are often more complex than we might assume. The current study aims to explore the challenges of managing CPD for high school principals in Indonesia. Six high school principals and three officers of the Ministry of Education and Cultures (MoEC) were interviewed. Qualitative data from the interviews were analyzed and coded thematically using ATLAS.ti. Several themes and main points emerged from the transcripts of interviews. The findings revealed some challenges in managing CPD programmes at schools. They include resistance to change, technicality and workload, almost zero follow-ups, unprofessional recruitment, and unclear training syllabus. Among the suggestions to improve the CPD programmes are building personal approaches, developing professional skills, establishing a professional recruitment system, making continuous training programmes, and optimizing school organizations. This study can be used as an additional guide to implement effective CPD and can be a platform to improve the professional development of educational leaders.

show abstract

Section: Introductionmentioning

confidence: 94%

Section: Theoretical Perspectives On Continuous Professional Developmentmentioning

confidence: 99%

Continuous professional development programmes for school principals in the 21st century: Lessons learned from educational leadership practices

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Teacher well-being was also found to be a significant motive. Teachers tend to regard the provision of teacher education as one way of addressing their occupational well-being (Kuhn et al, 2022;Richter et al, 2021) and as an opportunity to address work stagnation and break routines (Schnebel, 2014). Mentoring can make positive contributions not only to the school community (Cherkowski and Walker, 2019) but also to mentor well-being because it can help mentors secure functional relationships, experience positive emotions and gain a sense of accomplishment (Hollweck, 2019).…”

Section: The Mentor's Perspectivementioning

confidence: 99%

“…Finally, it has been highlighted that mentor well-being and mentoring quality depend on the school context in which the mentoring takes place (Attard Tonna, 2019;Milton et al, 2020). A school climate that welcomes future teachers and values experienced teachers' engagement in mentoring can be beneficial in this regard (Kuhn et al, 2022).…”

Section: The Mentor's Perspectivementioning

confidence: 99%

Well-being and mentoring in pre-service teacher education: an integrative literature review

Dreer-Goethe

2023

IJMCE

View full text Add to dashboard Cite

PurposeMentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the aforementioned issues.Design/methodology/approachThrough an integrative literature review, important links between mentor and mentee well-being and certain aspects of mentoring are explored. The results of the review are then synthesised into a theoretical framework.FindingsThe framework developed here posits that the well-being of teachers relates to the quality of mentoring. This includes teachers' perceptions of mentoring and their decision to get involved, their contributions to functional mentor–mentee relationships and the selection and use of mentoring styles that support both mentor and mentee well-being. Moreover, the framework hypothesises that the quality of mentoring received by mentees is related to their well-being, which is in turn connected to their professional development. Most of these relationships appear to be bidirectional, meaning that mentee well-being also contributes to mentoring quality and mentor well-being. Finally, it is hypothesised that the well-being of both mentors and mentees is connected to the school context in which the mentoring takes place.Originality/valueThis work provides a novel, comprehensive framework for future examinations of the connections between well-being and mentoring. It synthesises the prior work on this topic by integrating findings from both the mentor and mentee perspectives into a single framework.

show abstract

“… Sun et al (in press) used SEVT theory to explain that college students’ participation in online learning and their degree of autonomous learning are determined by their perceptions of the value of the learning goals. Kuhn et al (2022) used EVT to illustrate that the combined effects of expectations, value beliefs, and socialization determine whether teachers choose to become mentors. Wu et al (2020) emphasized that the level of engineering self-efficacy and subjective task value positively affects the strength of achievement behavior.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Analysis of influencing factors of subjective career unsuccessfulness of vocational college graduates from the Department of Navigation in China

Wang

Lee

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

The marine talent cultivation and output in higher vocational colleges is an important support to build a strong maritime country and ensure the steady development of the shipping business industry. Vocational colleges should ensure effective career preparation and career guidance education for their students, and train them to acquire the professional abilities to work and adapt effectively and quickly in the future. Some studies show that many crew members experience a decline in job satisfaction, a low sense of achievement, and a series of negative subjective career feelings. Even more, some crew members have poor work performance or unsuccessful career development behaviors such as career change or resignation. This study examined the causes and influencing factors of these circumstances and might be a reference for schools to strengthen the quality of their training programs in the future. In-depth interviews with 12 vocational marine navigation college graduates were conducted, and grounded theory was used to code and analyze the collected interview information. Four types of influencing factors were identified: adaptation preparation, career adaptability, adaptation action, and the situational factor. The adaptation preparation factor could be categorized into psychology, determination, lack of certificates, and simple work; the career adaptability factor could be categorized into boring work, busyness, a big gap between expectations and reality, danger, promotion difficulty, poor interpersonal relationships, high pressure, and maladaptation to the surroundings; the adaptation action factor could be categorized into passive fatigue, lack of training, competition, confidence, and planning; while the situational factor could be categorized into the impact of the epidemic, low social status, lack of support from family, and advantages of living on land. To help the marine navigation students better adapt to their jobs and avoid subjective career unsuccessfulness, higher vocational colleges need to strengthen students’ mental health education, consolidate knowledge and skills training, encourage students to obtain more vocational competency certificates, enhance their interpersonal communication skills, do effective career planning, pay attention to physical exercise and safety awareness training, and adopt other career management and counseling suggestions.

show abstract

“Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations

Cited by 26 publications

References 49 publications

Continuous professional development programmes for school principals in the 21st century: Lessons learned from educational leadership practices

Continuous professional development programmes for school principals in the 21st century: Lessons learned from educational leadership practices

Well-being and mentoring in pre-service teacher education: an integrative literature review

Analysis of influencing factors of subjective career unsuccessfulness of vocational college graduates from the Department of Navigation in China

Contact Info

Product

Resources

About