Job characteristics theory and mentoring: the influence of cognitive tasks and educational leadership on mentoring provided

Abstract

PurposeThe purpose of this study was to investigate the influence of cognitive tasks on mentoring provided and the moderating influence of having an educational leadership position.Design/methodology/approachThis cross-sectional survey was based on a questionnaire sent to 435 employees of 29 preschools in Norway. A total of 284 responses were returned, with a response rate of 65.3%. A total of three research hypotheses were formulated. A confirmatory factor analysis (CFA) was used to develop three measurement models, and structural equation modelling (SEM) based on the multigroup analysis was used to test the hypotheses.FindingsResults revealed that cognitive tasks increase the occurrence of mentoring provided at work for employees with and without an educational leadership position. Furthermore, educational leadership moderates the relationship between cognitive tasks and mentoring provided.Research limitations/implicationsThe use of convenience sampling and self-reports are discussed, especially related to representativeness and reporting biases. Implications for practice and future research are also discussed.Originality/valueThis is an understudied area, and no previous research has used a confirmatory approach to investigate how cognitive tasks and educational leadership influence the occurrence of mentoring provided.

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

“…Progress has been made in this regard, too, with several relatively large-scale coaching and mentoring studies undertaken (e.g. Diller et al, 2021;Waaland, 2021), along with a growing number of comparative and international studies (e.g. Mena et al, 2020;Tonna et al, 2017).…”

“…Among other potential means of enhancing the evidence base on coaching and mentoring in education, we also encourage more studies which utilise and potentially enhance and extend appropriate theoretical frameworks (e.g. Diller et al, 2021;Dominguez and Hager, 2013;Waaland, 2021) and/or are interdisciplinary in nature. Both coaching and mentoring interventions are typically intended to foster personal and professional growth and to support people to be better at what they do.…”

“…Diller et al. , 2021; Waaland, 2021), along with a growing number of comparative and international studies (e.g. Mena et al.…”

“…Diller et al. , 2021; Dominguez and Hager, 2013; Waaland, 2021) and/or are interdisciplinary in nature. Both coaching and mentoring interventions are typically intended to foster personal and professional growth and to support people to be better at what they do.…”