Extending the research agenda on (ethical) coaching and mentoring in education: embracing mutuality and prioritising well-being

Abstract

PurposeThe purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10 volumes of the International Journal of Mentoring and Coaching in Education (IJMCE) in particular and to offer some directions for future research in the field.Design/methodology/approachThis review and position paper draws on the authors’ knowledge of the extant literature on coaching and mentoring in education, their own research in the field and their perspectives as editors of coaching and mentoring journals.FindingsAmong the outcomes of their review and commentary, the authors observe that coaching and mentoring research conducted to date largely occupies two separate fields, and studies published in one field frequently fail to draw on relevant literature from the other or recognise the overlap between them. The authors highlight a number of additional limitations of the evidence base on coaching and mentoring in education and offer some potential means of addressing these.Originality/valueThe paper offers an original reflection on current research into coaching and mentoring in education. It is intended that the paper will inform the design and publication of future studies in this area to strengthen the evidence base and, in turn, inform improvements to coaching and mentoring practice. In particular, the authors hope to encourage the ethical deployment of coaching and mentoring which enhances, rather than inhibits, the well-being of all participants, while realising other positive outcomes.

New teachers' risk for stress: associations with mentoring supports

“…The primary purpose of the current study was to empirically evaluate the effects of school-based mentoring programs on first-year teachers' risk for occupational stress, while addressing some of the common limitations found in research relating to teacher mentoring and occupational stress (Hobson and van Nieuwerburgh, 2022). In particular, the study aimed to address the following limitations that are widespread in the research base: (1) small sample size, (2) use of local samples rather than nationally representative samples, (3) dearth of research on beginning teachers, particularly those in their first year, (4) lack of a comparison group (i.e.…”

“…Although the literature seems to very broadly suggest that mentoring is effective in mitigating US teacher turnover, is perceived as helpful among mentees and leads to improvements in beginning teacher occupational health and performance (Ingersoll and Strong, 2011), many mentoring studies are undermined by appreciable limitations and/or flaws (Hobson and van Nieuwerburgh, 2022). These include smaller sample sizes, limited generalizability, lack of a comparison group, inadequate control variables, failure to examine the individual components of mentoring and examination of samples other than first-year teachers.…”

Coaching in teacher residency programs: a strategy for professional learning and development for in-service teachers

“…The literature discussed below uses a variety of terms, including mentor, coach, and cooperating teacher. Although terms vary, the research on mentoring and coaching is pertinent to this study, as those teachers referred to as coaches in the current study perform many of the same duties as those referred to as mentors or cooperating teachers in existing research, such as guiding lesson planning, observing instruction, and providing feedback (Hobson and van Nieuwerburgh, 2022). Teacher mentoring programs have been examined for years to determine the success of such programs for those new to the profession.…”

Levelling the playing field: A Review of Mentoring in the CaBan Initial Teacher Education programme

“…Within ITE, mentoring typically takes place in the relationship between a relatively experienced teacher and a novice AT. The initial aim is to support the ATs' professional learning and their integration into the school community (Hobson and van Nieuwerburgh, 2022;Malderez, 2001). In addition, mentoring is also viewed as a developmental activity, with the further aim of empowering the AT to take increasing responsibility for their learning (Clutterbuck, 2004) Mentors can be powerful agents of growth and development, but the presence of a mentor is not sufficient to guarantee the progress of the AT.…”

“…Power relationships characterise all learning environments, and mentoring is often portrayed as a relatively hierarchical association where novices are advised or directed to solutions by more knowledgeable experts (Hobson and van Nieuwerburgh, 2022;Jones, Tones and Foulkes, 2019). That said, several approaches to mentoring claim to avoid such relationships and aim to be more equitable and empowering (Clutterbuck, 2004;Lofthouse, 2020).…”