School leaders’ views on mentoring and newly qualified teachers’ needs

Altayli

et al. 2020

Mentoring and coaching plays an important in management process. Personal and professional developments require an essential for capacity development. This research focused on evaluating and analyzing mentoring and coaching applications in primary schools of Northern Cyprus. This study examines the importance of mentoring and coaching applications in order to increase managerial roles of head teachers. Complexity of being "new", "inexperienced" or "young" can directly or indirectly affect their performances at early years of their careers. There are many methods for improving quality of this inexperienced teacher"s teaching experiences in developed countries. One of these applications is mentoring and coaching relationship and this kind of head teacher-newly qualified teacher relationship is greatly preferred. Study sheds a light on developing, supporting, mentoring or coaching for Northern part of Cyprus teachers insufficient. Research relies on qualitative which concentrate on experiences, working styles. Qualitative data is collected from semi structured interviews and document research. Study sample is consisted from primary schools based on rural areas of Northern part of Cyprus which is based on purposive sampling. Interviews were conducted with 20 head teachers. Thematic analysis was conducted and themes that are mentoring and coaching. The research study revealed that mentoring and coaching is important, their managerial roles were developed.

Section: Discussionmentioning

confidence: 99%

The Role of Mentoring and Coaching for Managerial Capacity Development

Altayli

et al. 2020

“…Principals indicated that new teachers need support in understanding the expansive nature of teaching beyond classroom activities. Learning to perform these out-of-class tasks, as well as the practices and rules of the school community, was mentioned as an essential competence (see also, e.g., Sunde and Ulvik 2014;Menon 2012). These descriptions can be seen partly as requirements for adapting oneself to a given context, but they can also be seen as reflecting the social nature of learning; in order to take part actively in the school community, new teachers need to know the rules and ways of working of that particular environment (see, e.g., Hakkarainen et al 2013).…”

Section: Discussionmentioning

confidence: 99%

Newly qualified teachers’ support needs in developing professional competences: the principal’s viewpoint

Harju

Niemi

2019

Teacher Development

This study investigates principals' viewpoints on the support needs of newly qualified teachers. As pedagogic leaders, principals play a central role in organizing support activities for new teachers at local level and can offer insights into new teachers' situation and support needs. On that basis, we investigated how Finnish principals (N = 104) prioritized and described the support needs of newly qualified teachers. Data were collected by means of a questionnaire that included both closed and open-ended questions. Quantitative data were analysed using descriptive statistics and principal component analysis, and responses to open-ended question were analyzed using deductive content analysis. The study revealed that new teachers need particular support in working outside the classroom, cooperating with parents and colleagues and enhancing holistic support for students. The results contribute to knowledge of salient issues in planning and organising schoolbased support for new teachers, as well as in initial teacher education.

London Review of Education

“…For induction and mentoring, these alternatives aim to ensure 'coping' on a day-to-day basis and help assimilate new teachers into existing school cultures, but help maintain restricted goals for induction and mentoring. Managerial discourses can dominate school leaders' understandings of induction and mentoring (Sunde and Ulvik, 2014) and account for their highly positive views that differ from those of NQTs and the rest of the staff. We do not subscribe to criticism of leaders -their roles are excessively pressurized and in Wales recent research (Connolly et al, 2018) has identified problems in attracting individuals to the role.…”

Section: Discussionmentioning

confidence: 99%

Challenges for principled induction and mentoring of new teachers: Lessons from New Zealand and Wales

Langdon¹,

Daly²,

Milton³

et al. 2019

Findings from the Langdon Induction and Mentoring Survey conducted in schools employing newly qualified teachers (NQTs) in New Zealand and Wales suggest that schools should not be left to determine how they 'do' induction within national policy frameworks. The survey explored responses from key stakeholders who constitute the experiences of new teachers: head teachers, mentors, members of teaching staff and the NQTs themselves. Results suggest that conditions in schools, particularly the effects of leadership, are prime factors influencing the realization of national policy aimed at supporting NQTs. Questions are raised about how principled induction and mentoring can be achieved at scale in the context of variable, powerful school cultures. A disconnection from induction and mentoring by the majority of school staff, including leaders, is identified as a serious obstacle to be addressed.