Müdür Yardımcılarının İş Doyumunun Yordayıcısı Olarak Okul Müdürlerinin Mentorluk Fonksiyonları

Yirci, Ramazan; Kocabaş, İbrahim; Özalp, Uğur

doi:10.23863/kalem.2017.68

Cited by 7 publications

(6 citation statements)

References 38 publications

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“…Due to the significant organizational and individual benefits of mentoring, such as promoting professional success, supporting personal development, increasing organizational productivity, and developing leadership skills, mentoring programs have become widely-used personnel development incentives to support school administrators professionally [27][28][29]. School administrators have significant roles in managing schools, but their job has become even more complicated and challenging due to the changes in their duties and responsibilities over time.…”

Section: Literature Reviewmentioning

confidence: 99%

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

et al. 2023

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Mentoring for the professional development of school administrators has become widely acknowledged as an essential means of providing psychosocial and career support, particularly for novice administrators. Due to its strong potential to support the sustainability of schools by enabling successful administration, much research has been conducted on mentoring for the professional development of schools and an extensive knowledge base has been accumulated. The current study aims to evaluate this knowledge base holistically, to reveal the intellectual structure and evolution of this research field. With this purpose, the study conducted a combined bibliometric and science mapping analysis of 121 articles selected from the Scopus database using SciMAT software. The period-based science mapping analysis results showed that research initially focused on professional development and networking functions and later focused on developing school administrators’ leadership skills through mentoring. During the last five years, the most prominent themes were enhancing the quality of mentoring and supporting school administrators’ capacity to enable social justice. The results suggest several implications for the sustainability of mentoring programs to improve school administrators’ professional capabilities and leadership skills, which would eventually help sustain a high level of school innovation and success.

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Section: Literature Reviewmentioning

confidence: 99%

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

et al. 2023

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“…In his study, Şerefhanoğlu (2014) found that the Mentoring Function scale has a single-factor model, which was also confirmed by Özalp, Yirci & Kocabaş's (2016) study. Following these studies carried out in a Turkish context, a singlefactor model for the Mentoring Function scale was adopted for this study.…”

Section: Data Collection Instrumentsmentioning

confidence: 61%

Relationship between Mentor Teachers’ Mentoring Functions and Beginning Teachers’ Subjective Happiness

Yirci¹,

Özalp²,

Kocabaş³

2018

Educational Administration: Theory and Practice

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According to the Turkish Ministry of National Education Teacher Appointment and Substitution regulation, beginning teachers are subjected to a training period for the first six months of their recruitment. This newly launched program aims to train beginning teachers through a master-apprentice relationship, which can be defined as a mentoring program. The purpose of this study was to examine the relationship between the level of subjective happiness of beginning teachers working at state schools and the mentoring functions their advisers perform with regard to various variables. Quantitative analysis was used, and the data were gathered through the Mentoring Functions scale, which was developed by Noe (1988) and the Subjective Happiness scale, developed by Lyubomirsky & Lepper (1999). The sample of the study included 171 beginning teachers from three districts of I stanbul province. Correlation and regression analysis revealed that there is a moderate, positive and significant relationship between the level of subjective happiness of trainee teachers and the level of mentoring functions their advisors perform. The mentoring functions the advisor teachers performed were found to be a significant predictor of the level of subjective happiness of trainee teachers. For this reason, mentor selection, mentor-mentee match and other mentoring processes should be well structured.

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“…Mentor support in school management, legal procedures, and leadership competencies were the competence topics with which the participating principals expressed their satisfaction. These are also frequently mentioned in the literature (Geismar et al, 2000;Jugmohan & Muzvidziwa, 2017;Özalp et al, 2016;Parylo et al, 2012;Service et al, 2018). Mentors also shape principals' instructional self-efficacy.…”

Section: Discussionmentioning

confidence: 89%

How Does Mentoring Affect Self-Efficacy?: An Investigation on Turkish Principals

MAVİ,

TOPALOĞLU,

USLU ÇETİN

et al. 2023

E-Kafkas Eğitim Araştırmaları Dergisi

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Mentoring is one of the professional development tools supporting school principals. Thanks to mentoring, principals can overcome the problems they confront and meet the expectations of different stakeholders. Thus, principals are able to perform more effectively in schools. Mentoring has become a formal process for principals in various countries for a long time. Moreover, several researchers from different countries focus on the various impacts of mentoring on principals. One of these is the self-efficacy of principals. Mentoring has the potential to enhance the principals' self-efficacy. However, it is difficult to note that mentoring and its influence on principals' self-efficacy have been analyzed thoroughly. In this context, this phenomenological study aims to overcome the current inadequacy. The study data was collected based on criterion and snowball sampling from eight principals working in Kahramanmaraş province. MAXQDA 2020 was utilized for data analysis. The results revealed that mentoring plays a critical role in the self-efficacy beliefs of principals. In other words, it develops principals' managerial, instructional, and ethical competencies. This finding significantly contributes to the literature on principals' professional development, professional learning, and self-efficacy. Several suggestions have been offered for policymakers and researchers about the formalization of mentoring and the details of its implementation.

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Müdür Yardımcılarının İş Doyumunun Yordayıcısı Olarak Okul Müdürlerinin Mentorluk Fonksiyonları

Cited by 7 publications

References 38 publications

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

Relationship between Mentor Teachers’ Mentoring Functions and Beginning Teachers’ Subjective Happiness

How Does Mentoring Affect Self-Efficacy?: An Investigation on Turkish Principals

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