MENTORING AND THE DIFFERENCE IT MAKES IN TEACHERS’ WORK: A LITERATURE REVIEW

Mary Achenushure Abetang, Romano Nereo Oguma, Akpenka Pius Abetang

Abstract


Globally, researchers and education leaders are interested in achieving quality education, which is why different countries have identified continuous professional development (CPD) of teachers as a great measure to attain success in education. Mentoring which is a type of teacher CPD has been implemented in developed countries such as: United Kingdom, United States of America, Australia, Asian and Scandinavian countries, among others. However, some countries (Nigeria, Pakistan, Jordan, United Arab Emirates, etc) are yet to introduce teacher mentoring, which may be the reason why the quality of education in such countries is poor, because mentoring is known to guide, support, direct, and develop the competence of teachers, build teachers confidence and sense of belonging in the teaching profession, as well as reduce teacher attrition. This research is aimed at finding out whether mentoring makes a difference in teachers’ work and whether mentoring should be widely adopted or not. The method adopted for this research is the research synthesis which involves the process of bringing together existing research knowledge and findings. Results show that both less experienced teachers (mentees) and experienced teachers (mentors) who have not participated in mentoring developed low self-esteem and they prefer to leave their teaching jobs due to stress, frustration, dissatisfaction, and because they demonstrate incompetence which affects their confidence. While teachers who have participated in mentoring developed confidence, gained leadership and communication skills, they became empathetic, felt valued and had the ability to function independently as classroom teachers. Countries all over the world must, therefore, introduce teacher mentoring and promote its sustainability for effective teaching and learning.

 

Article visualizations:

Hit counter


Keywords


mentoring, mentor, mentee, teacher

Full Text:

PDF

References


Abed, O. H. and Abd-El-khalick, F. (2015). Jordanian Pre-service Primary Teachers’ Perceptions of Mentoring in Science Teaching. International Journal of Science Education 37(4), pp: 703-726.

Ajake, U. E., Abang, J. I. and Oba, A. N. (2014). Mentorship and University Lecturers’ Professional Growth: Implication for Sustainable Educational Development in South-South Nigeria. The Educational Council on Education for Teaching: 58th World Assembly, Ontario, Canada. Available on: https://www.icet4u.org. Accessed on: May 29, 2020.

Aldahmash, A. H., Alshmrani, S. M. and Almufti, A. N. (2017). Secondary School Science Teachers’ Views About their Reflective Practices. Journal of Teacher Education for Sustainability 19(1), pp: 43-53.

Allen, T. D., Shockley, K. M. and Poteat, L. (2010). Protégé Anxiety Attachment and Feedback in Mentoring Relationships. Journal of Vocational Behaviour 77, pp: 73-80.

American Psychological Association (2006) Introduction to Mentoring: A Guide for Mentors and Mentees. Available at: https://www.apa.org/education/grad/intro-mentoring.pdf. Accessed on: 22 March 2019.

Asada, T. (2012). Mentoring Novice Teachers in Japanese Schools. International Journal of Mentoring 1(1), pp: 54-65.

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopaedia of Human Behaviour 4, pp: 71-81.

Bandura, A. (2011). A Social Cognitive Perspective on Positive Psychology. International Journal of Social Psychology 26(1), pp:7-20.

Bang, H. and Reio, T. G. (2017). Personal Accomplishment, Mentoring and Creative Self-efficacy as a Predictors of Creative Work Involvement: The Moderating Role of Positive and Negative Affect. The Journal of Psychology 51(2), pp: 148-170.

Barondess, J. A (1995). A Brief History of Mentoring. Transactions of the American Clinical and Climatological Association 106, pp: 1-24.

Bird, S. J. (2001). Mentors, Advisors and Supervisors: Their Role in Teaching Responsible Research Conduct. Science and Engineering Ethics 7(4), pp: 455-468.

Black, G. L., Olmsted, B. and Mottonen. A. (2016). Associate Teachers’ Perceptions of Effective Mentorship Professional Development. The New Educator 12(4), pp: 322-342.

Cambridge Dictionary online (n.d) Teacher. Available at: www.dictionary.cambridge.org. Accessed on: 27 March 2019.

Colley, H. (2002). A Rough Guide to the History of Mentoring from a Marxist Feminist Perspective. Journal of Education for teaching 28(3), pp: 257-273.

Darling-Hammond, L., Wei, R. C. and Andree, A. (2010). How High-Achieving Countries Develop Great Teachers. Available at: http://edpolicy.stanford.eduscope@stanford.edu650.725.8600. Accessed on: 31 March 2019.

Duffy, K. (2013). Providing Constructive Feedback to Students during Mentoring. Nursing Standard 27(31), pp: 50-56.

Flammer, A. (2015). Self-efficacy. International Encyclopaedia of the Social and Behavioural Sciences 2(21), pp: 504-508.

Fletcher Kogan, S. (2001). Mentoring in Schools: Handbook of Good Practice. Education and Training 43(6), pp: 340.

Gilles, C. and Wilson, J. (2004). Receiving as Well as Giving: Mentors’ Perceptions of their Professional Development in One Teachers Induction Program. Mentoring and Tutoring Partnership in Learning 12(1), pp: 87-106.

Gjedia, R. and Gardinier, M. P. (2018). Mentoring and Teachers’ Professional Development in Albania. European Journal of Education 53, pp: 102-117.

Hanson, S. and Moir, E. (2008). Beyond Mentoring: Influencing the Professional Practice and Careers of Experienced Teachers. Phi Delta Kappan 89, 453-458.

Hennissen, P., Crasborn, F., Browner, N., Kuthage, F. and Bergen, T. (2008). Mapping Mentor Teacher’s Roles in Mentoring Dialogues. Educational Research Review 3, pp: 168-186.

Hudson, P. (2013). Mentoring as Professional Development: Growth for both Mentor and Mentee. Professional Development in Education 39(5), pp:771-783.

Hudson, P. (2016). Forming the Mentor-Mentee Relationship. Mentoring and Tutoring Partnership in Learning 24(1), pp:30-43.

Huling, L. and Resta, V. (2001). Teacher Mentoring as Professional Development (NO. ED460125). Washington, DC: ERIC Clearing House on Teaching and Teacher Education. Individuals with disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 20 U. S. C. 1400, H. R. 1350.

Ibrahim, A. S. (2012). Induction and Mentoring of Novice Teachers: A Scheme for the United Arab Emirates. Teacher Development 16(2), pp: 235-253.

Ingersoll, R. and Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Education Research 81(2), pp: 201-233.

Jewell, M. (2007). What does Mentoring Mean to Experienced Teachers? A Phenomenological Interview Studies. Teacher Educator 42, pp:289-303.

Jyoti, J. and Sharma, P. (2015). Impact of Mentoring Functions on Career Development: Moderating Role of Mentoring Culture and Mentoring Structure. Global Business Review 16(4), pp: 700-718.

Khasnabis, D., Reischl, C. H., Stull, M. and Boerst, T. (2013). Distributed Mentoring: Designing Contexts for Collective Support of Teacher Learning. The English Journal 102(3), pp: 71-77.

Klieger, A. and Osfer-Levinz, A. (2015). The Influence of Teacher Education on Mentor Teacher’s role Perception in Professional Development Schools. Journal of Education for Teaching 41, pp: 115-127.

Kram, K. E. and Isabella, L. A (1985). Mentoring Alternatives: The Role of Peer Relationships in Career Development. The Academy of Management Journal 28(1), pp: 110-132.

Larose, S. (2013). Trajectories of Mentors Perceived Self-Efficacy During an Academic Mentoring Experience: What they Look like and What are their Personal and Experimental Correlates? Mentoring and Tutoring: Partnership in Learning 21(2), pp: 150-174.

Lee, C. D. and Montiel, E. C. (2011). The Correlation of Mentoring and Job Satisfaction: A Pilot Study of Mental Health Practitioners. Community Mental Health Journal 47, pp: 482-487.

Livingstone, K. (2016). Teacher Education’s Role in Educational Change. European Journal of Teacher Education 39(1), pp: 1-4.

Management mentors (2011) Discussing the Cultural Differences in a Mentoring Relationship. Available at: https://www.management-mentors.com/about/corporate-mentoring-matters-blog/bid/66333/Discussing-the-cultural-Differences-in-a-mentoring-Relationship. Accessed on: 20 March 2019

Management Mentors (2013). The Differences Between Coaching and Mentoring. Available at: https://www.management-mentors.com/resources/coaching-mentoring-differences. Accessed on: 22 March, 2019.

Mao, Y., Kwan, H. K., Chiu, R. K and Zhang, X. (2016). The Impact of Mentorship Quality on Mentor’s Personal Learning and Work family Interface. Asia Pacific Journal of Human Resource 54, pp: 79- 97.

Martinez, K. (2004). Mentoring New Teachers: Promise and Problems in Times of Teacher Shortage. Australian Journal of Education 48 (1), pp: 95-108.

Mathur, S. R., Gehrke, R. and Kim, S. H. (2003). Impact of a Teacher Internship Program on Mentor’s and Mentees’ Perception of Classroom Practices and the Mentoring Experience. Assessment for Effective Intervention. 38(3), pp: 154-162.

Mayers, S. D. and Anderson, C. W. (2012). Dimensions in Mentoring: A Continuum of Practice from Beginning Teachers to Teacher Leaders. Sense Publishers, Boston.

McCann, T. M. and Johannessen, L. (2009). Mentoring Matters. The English Journal 98(5), pp: 108-111.

McCollum, I. P. (2014). Beginning Teachers’ Perceptions of a Teacher Mentoring Program. Doctoral Dissertation, Walden University. Available at: https://scholarworks.waldenu.edu/dissertations. Accessed on: May 31, 2020.

Miller, M. S. (2012). First-Year Teachers’ Self-Efficacy: The Impact of Mentoring as a Support System. A Doctoral Dissertation, Argosy University Atlanta.

Mullen, C. A. (2016). Alternative Mentoring Types. Kappa Delta Pi Record 52(3), pp:132-136.

Murphy, K. L., Mahoney, S. E., Chen, C., Mendoza-Diaz, N. V. and Yang, X. (2005). A Constructivist Model of Mentoring, Coaching, and Facilitating online Discussions. Distance Education 26(3), pp: 341-366.

Naseem, N. R. (2013). Peer Mentoring: Enhancing Social Cohesion in Pakistani Universities. Higher Education Skills and Work Based Learning 3(2), pp: 130-140.

Nash, M. (2013). Mentoring: A Learning Relationship to Foster Change. Dental Nursing 9 (4), pp: 216-221.

Orland-Barak, L. (2014). Mediation in Mentoring: A Synthesis of Studies in Teaching and Teacher Education. Teaching and Teacher Education 44, pp:180-188.

Philip-Jones, L. (2003). Skills for Successful mentoring: Competences of Outstanding Mentor and Mentees. Available at: https://.my.learner.udel.edu/wp-content/uploads/skills_for_successful_mentoring.pdf. Accessed on: 30 March 2019.

Ragins, B. R. (2016). From the Ordinary to the Extra-ordinary: High-quality Mentoring Relationships at Work. Organizational Dynamic 45, pp: 2 28-244.

Ramaswamy, R. (2001). Mentoring Object-oriented Projects. IEEE Soft-wares 8(3), p: 36.

Rath, J. R. (1997). The Research of Mentoring. Risk Management 44(10), pp: 54.

Schunk, D. H. and Pajares, F. (2010). Self-Efficacy Beliefs. International Encyclopaedia of Education 3(8), pp: 668-672.

Sowell, M. (2017). Effective Practices for Mentoring beginning Middle School Teachers: Mentors’ Perspectives. The Clearing House: Journal of Educational Strategies, Issues and Ideas 90(4), pp: 129-134.

Stanulis, R. N. and Floden, R. E. (2009). Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction. Journal of Teacher Education 60(2), pp: 112-122.

Starr, J. (2015). When Mentoring Relationships Fail to Thrive – Mentoring, Managing and the Organizational Agenda. Development and Learning in Organizations: An International Journal 29(4), 19-21.

Strong, M. (2009). Effective Teacher Induction and Mentoring: Assessing the Evidence. Teacher College press, New York.

Sundli, L. (2007). Mentoring: a new mantra for education? Teaching and teacher education 23, pp: 201-214.

Taiwo, F. (n.d) Mentoring in Teacher Education, Its Values and Challenges in Nigerian Context. PhD Dissertation, University of Abuja, Nigeria.

Thurmon, D. (n.d) Models and Mentors. Available at: https://danthurmon.com>models-and-mentors. Accessed on: 19 march 2019.

Tomlinson, P. (1995). Understanding Mentoring: Reflective Strategies for School-based Teacher Preparation. Open University Press, Buckingham.

Undiyaundeye, F. A. and Basake, J. A. (2017). Mentoring and Career Development of Academics in Colleges of Education in Cross River State, Nigeria. European Journal of Multidisciplinary Studies 2(4), pp: 98-104.

Wade, S. (1998). In Search of the Expert Teacher: An Analysis of the Literature in Relation to Expertise in Adult Teaching, with Reference to Similar Work Undertaken by Nursing. Teaching in Higher Education 3(1), PP: 90-102.

Wong, H. K. (2004). Induction Programs that Keep New Teachers Teaching and Improving. NASSP Bulletin 88(638), pp:41-58.

Wyborn, C., Louder, E., Harrison, J., Montambault, J., Montana, J., Ryan, M., Bednarek, A., Nesshover, C., Pullin, A., Reed, M., Dellecker, E., Kramer, J., Boyd, J., Dellecker, A., and Hutton, J. (2018). Understanding the Impacts of Research Synthesis. Environmental Science and Policy 86, p: 72.




DOI: http://dx.doi.org/10.46827/ejes.v7i6.3146

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Mary Achenushure Abetang, Oguma, Romano Nereo, Akpenka Pius Abetang

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).