Expanding leadership diversity through formal mentoring programs

Olson, Deborah A.; Jackson, D. S.

doi:10.1002/jls.20095

Cited by 9 publications

(4 citation statements)

References 18 publications

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“…In informal mentoring, there is no official process, no compensation, training or time-release for those involved [11]. Nevertheless, with well-structured mentoring, the experienced teachers are knowledgeable about providing the required aid, which most inexperienced teachers do not necessarily get [12].…”

Section: Formal Mentoringmentioning

confidence: 99%

The Opinions of the Teachers on Mentoring Process and Experiences

Mphojane¹,

Rambuda²

2021

ujer

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The aim of this phenomenological qualitative study was to explore the opinions of the teachers on mentoring process and their experiences. To achieve this aim, the study sought information on mentoring essences, practices, roles, and training needs of mentor teachers. Experienced and beginning teachers were purposefully selected from eight English-medium secondary schools in South Africa. Data from the literature review, 16 group interviews and 24 open-ended questionnaires were triangulated and thematically analysed to gain a deeper understanding of the phenomenon. Forty-eight experienced teachers and 24 beginning teachers shared their life experiences, perspectives, and perceptions on the mentoring process. The study revealed that in South African schools, mentoring was patchy and unsystematic. Data collected revealed that a new working environment presented some social, personal, and professional challenges to beginning teachers. It was revealed that experienced teachers were willing to support their fellow beginning colleagues even though they were not trained in the mentoring process and did not receive the necessary support from the school management teams.

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Section: Formal Mentoringmentioning

confidence: 99%

The Opinions of the Teachers on Mentoring Process and Experiences

Mphojane¹,

Rambuda²

2021

ujer

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“…The results of studies on mentoring in North American and New Zealand universities have found that mentoring plays a significant role in developing women university presidents up the administrative status (Olson & Jackson, 2009;Neale & Özkanlı, 2010). However, research focusing on Asian universities is less conclusive.…”

Section: Mentoringmentioning

confidence: 99%

Challenges Encountering the Participation of Women in Senior Administrative Status in Higher Education

Mohajeri¹,

Mokhtar²,

Balash³

2015

IES

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In recent decades, the number of women participating in higher education has dramatically increased. Women have been participating mainly as students, faculty members, and support staff at higher educational institutions. Research shows that, the number of women is not fairly proportioned in the top administrative positions as compared to men. In addition, women who have the aspiration for administrative positions encounter numerous challenges. On the other hand, the potentiality of this type of human resource is staying futile in administrative positions of higher education. The paper is based on a meta-analysis study of literature involving external and internal factors related to women's administrative promotion. According to literature review three major factors have emerged: cultural, organizational, and individual factors. By considering the factors, university developers and managers are able to make strategic decisions in order to enhance the participation of women for senior administrative positions.

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“…The literature indicated that being mentored is a critical component of leadership opportunities for women (Olson & Jackson, ). Women who are not sponsored or mentored seldom rise above the lower echelons of entry‐level management (Howard & Wellins, .).…”

Section: Women's Attitudes and Leadershipmentioning

confidence: 99%

“…One area of progress within women's leadership that has lagged behind that of men is the role of on‐site mentors (Olson & Jackson, ). Traditional mentoring, whereby an upper‐level manager picks a protégé and oversees his or her progress, has been less available to women (Dreher & Ash, ; Searby & Tripses, ).…”

Section: Introductionmentioning

confidence: 99%

Female Graduate Students’ Attitudes After Leadership Training

Grantham

Pidano

Whitcomb

2014

J of Leadership Studies

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Although the increasing focus on female leadership in both the popular press and scholarly literature is relatively recent, women's leadership is not. Women have traditionally played a role in civic and cultural arenas and now have a greater opportunity to bring their particular leadership strengths to a broad range of organizations. The current paper reports on a case study about participants' attitudes after participating in a leadership seminar series program for female graduate students at a university in the Northeast. The program's design incorporated networking, goal setting, skills training, and mentoring. Postprogram results (N = 17) on measures of Houghton and Neck's Revised Self-Leadership Questionnaire indicated signifi cant changes on all three of the leadership questionnaire's dimensions as well as on several subscales within the dimensions indicating that after the leadership training, the women were adapting to more transactional practices such as self-reward and goal setting.

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Expanding leadership diversity through formal mentoring programs

Cited by 9 publications

References 18 publications

The Opinions of the Teachers on Mentoring Process and Experiences

The Opinions of the Teachers on Mentoring Process and Experiences

Challenges Encountering the Participation of Women in Senior Administrative Status in Higher Education

Female Graduate Students’ Attitudes After Leadership Training

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