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

Duran Mavi; Hakan Topaloğlu; Oya Uslu Çetin; Gamze Tuti

Makale detayları

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

Yazarlar:

Duran Mavi | Hakan Topaloğlu | Oya Uslu Çetin | Gamze Tuti

Yayıncı:

Kafkas University

Ana Başlıklar:

Education Policy | Education Management | Leadership in Education

Dergi:

e-Kafkas Journal of Educational Research Vol.10 Issue 3, pp.573-588

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001300245

pISSN:

2148-8940

Anahtar kelimeler:

Özet:

 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.

 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.

 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.

 Mentorluk, okul müdürlerini destekleyen mesleki gelişim araçlarından biridir. Mentorluk sayesinde müdürler karşılaştıkları sorunların üstesinden gelebilir ve beklentileri karşılayabilirler. Böylece müdürler okullarda daha etkili bir performans sergileyebilmektedir. Mentorluk pek ülkede müdürler için bir resmi süreç haline gelmiştir. Dahası, farklı ülkelerden birçok araştırmacı mentorluğun müdürler üzerindeki çeşitli etkilerine odaklanmış durumdadır. Bunlardan biri müdürün özyeterliğidir. Mentorluk, müdürlerin öz yeterliliklerini artırma potansiyeline sahiptir. Bununla birlikte, mentorluğun ve mentorluğun müdürlerin özyeterlilikleri üzerindeki etkilerinin kapsamlı bir şekilde analiz edildiğini söylemek zordur. Bu bağlamda, bu fenomenolojik çalışma mevcut yetersizliğin üstesinden gelmeyi amaçlamaktadır. Araştırmanın verileri Kahramanmaraşta görev yapan ve ölçüt ve kartopu örneklemeyle tespit edilen sekiz okul müdüründen toplanmıştır. Verilerin analizi için MAXQDA 2020 kullanılmıştır. Sonuçlar, mentorluğun müdürlerin özyeterlik inançlarında kritik bir rol oynadığını ortaya koymuştur. Başka bir deyişle mentorluk müdürlerin yönetsel, öğretimsel ve etik yetkinlikleri desteklemektedir. Bu bulgu, müdürlerin mesleki gelişimleri, mesleki öğrenmeleri ve özyeterlilikleri hakkındaki literatüre önemli bir katkı sunmaktadır. Mentorluğun resmileştirilmesi ve uygulama ayrıntıları konusunda politika yapıcılar ve araştırmacılar için çeşitli öneriler sunulmuştur.

Makale detayları

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

Yazarlar:

Duran Mavi | Hakan Topaloğlu | Oya Uslu Çetin | Gamze Tuti

Yayıncı:

Kafkas University

Ana Başlıklar:

Education Policy | Education Management | Leadership in Education

Dergi:

e-Kafkas Journal of Educational Research Vol.10 Issue 3, pp.573-588

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001300245

pISSN:

2148-8940

Mentroing

principal

self-efficacy

TürkiyeMentorluk

okul müdürü

özyeterlik

Türkiye

Sayı

Makale detayları

Yazarlar: Duran Mavi | Hakan Topaloğlu | Oya Uslu Çetin | Gamze Tuti

Yayıncı: Kafkas University

Ana Başlıklar: Education Policy | Education Management | Leadership in Education

Dergi: e-Kafkas Journal of Educational Research Vol.10 Issue 3, pp.573-588

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001300245

pISSN: 2148-8940

Sayı

Yazarlar:

Duran Mavi | Hakan Topaloğlu | Oya Uslu Çetin | Gamze Tuti

Yayıncı:

Kafkas University

Ana Başlıklar:

Education Policy | Education Management | Leadership in Education

Dergi:

e-Kafkas Journal of Educational Research Vol.10 Issue 3, pp.573-588

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001300245

pISSN:

2148-8940