MENTORING AND COACHING IN EDUCATIONAL LEADERSHIP: FOSTERING REFLECTIVE AND STRATEGIC SCHOOL LEADERS
Abstract
In the context of increasingly complex and demanding educational environments, school leadership must evolve through sustained, reflective, and context-responsive professional development. This paper examines the integral role of mentoring and coaching as dual modalities for cultivating adaptive, inclusive, and strategic educational leaders. Drawing on recent literature in leadership development, organizational learning, and adult education, we delineate the conceptual boundaries and synergies between mentoring—grounded in relational trust, identity formation, and professional socialization—and coaching, which emphasizes structured reflection, feedback, and performance-oriented goal setting. We explore theoretical models such as the GROW framework, reflective practice theory, and identity-centered leadership to frame how these practices operate within formal and informal developmental structures. Emphasis
is placed on the necessity of embedding these approaches into leadership pipelines, school improvement plans, and peer collaboration systems. Through an integrative review of contemporary empirical findings, we argue that mentoring and coaching are not peripheral but foundational to leadership capacity building in Gymnasia (lower secondary schools), General Lyceums (upper secondary general schools), and EPAL (vocational upper secondary schools) institutions. The paper further advocates for equity-responsive, context-specific, and longitudinally evaluated mentoring and coaching systems as a means to foster resilient, emotionally intelligent, and socially responsive school leaders.
Article visualizations:
Keywords
Full Text:
PDFReferences
Abetang, M.A.; Oguma, R.N.; Abetang, A.P. Mentoring and the difference it makes in teachers’ work: A literature review. European Journal of Education Studies, 2020, 7(6). http://dx.doi.org/10.46827/ejes.v7i6.3146
Aguilar, E.; Dana, N.F. Coaching for equity: Conversations that change practice. 2020, Jossey-Bass. ISBN: 978-1-119-59227-3. Retrieved from https://bookstation.org/book/coaching-for-equity-conversations-that-change-practice-4980700
Alzoraiki, M.; Ahmad, A.R.; Ateeq, A.; Milhem, M. The role of transformational leadership in enhancing school culture and teaching performance in Yemeni public schools. Frontiers in Education, 2024, 9, https://doi.org/10.3389/feduc.2024.1413607
Amponsah, N.; Bentil, J.; Agure, A.T. Who leads the pack? Profiling school leaders’ demographic backgrounds for instructional leadership practices in Ghanaian public basic schools. European Journal of Education Studies, 2024, 11(10). http://dx.doi.org/10.46827/ejes.v11i10.5555
Anastasiou, S.; Papanaoum, Z. Instructional leadership in Greek upper secondary schools: Challenges under performance pressure. European Journal of Educational Management, 2023, 6(1), 22–35. http://dx.doi.org/10.1080/13632434.2015.1041489
Aquilar, E. The art of coaching: Effective strategies for school transformation. 2013, San Francisco, CA: Jossey-Bass. Retrieved from https://www.wiley.com/en-ie/The+Art+of+Coaching%3A+Effective+Strategies+for+School+Transformation-p-9781118421024
Archard, N. Developing future women leaders: The importance of mentoring and role modeling in the girls’ school context. Mentoring and Tutoring, 2012, 20(4), 451-472, https://doi.org/10.1080/13611267.2012.725980
Bandura, A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 1977, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Barnett, B.G.; O'Mahony, G.R. Mentoring and coaching programs for the professional development of school leaders. International Journal of Educational Management, 2008, 22(4), 287–299. DOI:10.4135/9781473915152.n22
Blackman, A. Coaching as a leadership development tool for teachers. Professional Development in Education, 2010, 36(3), 421-441. https://doi.org/10.1080/19415250903208940
Bruner, J. The culture of education, 1996, Cambridge: Harvard University Press. Retrieved from https://books.google.ro/books?id=7a978qleVkcC&printsec=frontcover&redir_esc=y#v=onepage&q&f=false
Bush, T. Leadership development and school improvement: Contemporary issues in leadership development. Educational Review, 2009, 61(4), 375–389. https://doi.org/10.1080/00131910903403956
Bush, T. Turnaround leadership in education: A restatement of heroic leadership or a flawed concept. Educational Management Administration and Leadership, 2020, 48(1), 3–5. https://doi.org/10.1177/1741143219877629
Carey, W.; Phillippon, D.J.; Cummings, G.C. Coaching models for leadership development: An integrative review. Journal of Leadership Studies, 2011, 5(1), 51-69, http://dx.doi.org/10.1002/jls.20204
CEDEFOP. Vocational education and training in Greece: Short description. 2022, Publications Office of the European Union. https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/greece-u2
Cele, S.M.K.; Maphalala, M.C.; Women in school leadership: Their strategies for success. Women’s leadership in African education, 2025, 27-56. https://link.springer.com/chapter/10.1007/978-3-031-90038-9_2
Cerni, T.; Di Benedetto, A.; Rurniati, R.I. The contribution of personality and intelligence toward cognitive competences in higher education. Frontiers in Psychology, 2021, 12. https://doi.org/10.3389/fpsyg.2021.621990
Chukwuma, V.P.; Mbogo, R.W.; Ireri, N.W. Staff perceptions of the sources of occupational stress on job performance and implications on Christian higher education leadership. European Journal of Education Studies, 2020, 7(10). http://dx.doi.org/10.46827/ejes.v7i10.3293
Çobanoğlu, N. Relation among managers, teachers and schools at state schools in Turkey: shared leadership, job satisfaction, organizational trust. European Journal of Education Studies, 2020, 7(7). http://dx.doi.org/10.46827/ejes.v7i7.3173
Cranston, N. School leaders leading: Professional responsibility, not accountability as the key focus. Educational Management Administration and Leadership, 2013, 41(2), https://doi.org/10.1177/1741143212468348
Crisp, G.; Alvarado-Young, K. The role of mentoring in leadership development. New Directions for Student Leadership, 2018, 158, 37-47, https://doi.org/10.1002/yd.20286
Darling-Hammond, L.; Hyler, M.E.; Gardner, M.; Espinoza, D. Effective teacher professional development. Learning Policy Institute, 2017, https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
DeWitt, P. Instructional leadership: Creating practice out of theory. 2020, EPIC: ED603155, Corwin Press. https://eric.ed.gov/?id=ED603155
Dubois, D.L.; Holloway, B.E.; Valentine, J.C.; Cooper, H. Effectiveness of mentoring programs for youth: A meta-analytic review. American Journal of Community Psychology, 2002, 30(2), 157-197. DOI: 10.1023/A:1014628810714
Dyantyi, N. Crossing the bridge to leadership: A South African experience of female principals to secondary school leadership. Journal of Culture and Values in Education, 2025, 8(1), 224-239, DOI: 10.46303/jcve.2025.13
Dziczkowski, J. Mentoring and leadership development. The Educational Forum, 2013, 77(3), 351-360, https://doi.org/10.1080/00131725.2013.792896
El Oraiby, B. Teachers’ professional development problems and possible strategies to enhance it. European Journal of Education Studies, 2025, 12(10). https://doi.org/10.46827/ejes.v12i10.6217
Eriksen, M.; Frkai, R.; Ostrowski, E. Coaching as a catalyst for leadership development in academic and corporation education. Academy of Management Proceedings, 2019, 1: 13741, DOI: 10.5465/AMBPP.2019.13741symposium
European Commission. Mentoring as a progressive guide for pupils, teachers and schools. European School Education Platform, 2023, https://school-education.ec.europa.eu/en/teach/practice/mentoring-progressive-guide-pupils-teachers-and-schools?prefLang=el
Gkoros, D. Distributed leadership in Greek public schools: Limits and conditions. Journal of Education, Society and Behavioural Science, 2021, 34(1), 93-102. DOI: 10.9734/jesbs/2021/v34i130293
Gonaim, F.A.; Peters, F. Effective leadership characteristics and behaviours for female department chairs in higher education in Saudi Arabia. European Journal of Education Studies, 2017, 3(1). https://www.oapub.org/edu/index.php/ejes/article/view/368/966
Gooden, M.A.; Khalifa, M.; Arnold, N.W.; Brown, K.D.; Meyers, C.V.; Welsh, R.O. A culturally responsive school leadership approach to developing equity-centered principals: Considerations for principal pipelines. Considerations, reimagining practice and policy, 2023, The Wallace foundation, https://wallacefoundation.org/sites/default/files/2023-07/Culturally-responsive-school-leadership approach_06.29.FINALforposting.pdf
Griffin, K.; Baker, V.L.; O’Meara, K.A. Doing, caring and being: “Good” mentoring and its role in the socialization of graduate students of color in STEM. In: Socialization in higher education and the early career, 2020, p223-229, Springer. DOI: 10.1007/978-3-030-33350-8_13
Hanley, P.; Maringe, F.; Ratcliffe, M. Evaluation of professional development: Deploying a process-focused model. International Journal of Science Education, 2008, 30(5), 711-725. https://doi.org/10.1080/09500690701854899
Hargreaves, A.; Fullan, M. Professional capital after the pandemic: Revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community, 2020, 5(3-4), 327-336. https://doi.org/10.1108/JPCC-06-2020-0039
Hartinah, S.; Suharso, P.; Heriati, T.; Sallu, S. Leadership of vocational school headship (vocational school) based on religious and integrity in the industrial revolution REA 4.0. International Journal of Engineering and Advanced Technology, 2019, 8(5), 335-341, DOI: 10.35940/ijeat.E1047.0585C19
Hobson, A.J., Bringing mentoring onside: Averting judgementoring and enhancing the professional learning, development, and well-being of teachers. In: Reames, E.H.; Searby, L.J. (eds) The art of science of mentoring: A Festschrift in honor of Dr. Frances Kochan (pp. 49-74). 2021, Information Age Publishing Inc. Retrieved from https://psycnet.apa.org/record/2020-87555-006
Hobson, A.J., Maxwell, B. Supporting and inhibiting the well-being of early career secondary school teachers: Extending self-determination theory. British Educational Research Journal. 2017, 43(1), 168-191. https://doi.org/10.1002/berj.3261
Ingersoll, R.M.; Strong, M. The impact of induction and mentoring programs for beginning teachers: A critical review of the research. University of Pennsylvania, 2011, https://repository.upenn.edu/bitstreams/bcc82c45-f95a-47ee-b5d1-9d1835265694/download
Ioannidou, A. Vocational education and training in Greece. Luxembourg publications office of the European Union, 2014. http://dx.doi.org/10.2801/76056
Jato, H.; Okemasisi, K.; Alari, J.O. Establishing how the head-teachers’ mentorship roles as instructional leaders influence the performance of the newly deployed/transferred teachers in public secondary schools. European Journal of Education Studies, 2022, 9(8). http://dx.doi.org/10.46827/ejes.v9i8.4426
Jenkins, S. David Clutterbuck: Mentoring and coaching. International Journal of Sports Science and Coaching, 2013, 8(1), 139-253. https://doi.org/10.1260/1747-9541.8.1.139
Katsari, K.; Bizos, J.N.; Gogou, M.; Gogos, C.V. Innovation in vocational education and training in Greece: Educators’ motivations. European Journal of Education Studies, 2025, 12(7). http://dx.doi.org/10.46827/ejes.v12i7.6072
Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press. https://us.sagepub.com/en-us/nam/book/impact-cycle
Kolosidou, S.; Kakana, D.M. School leadership models in Greece: Practices of primary school leaders. European Journal of Education Studies, 2023, 10(11), https://doi.org/10.46827/ejes.v10i11.5061
Kools, M.; Stoll, L. What makes a school a learning organisation? OECD Education Working Papers, 2016, 137. OECD Publishing, Paris. https://doi.org/10.1787/5jlwm62b3bvh-en.
Koti, K.; Gourgiotou, Ε. The impact of neighborhood on children’s school readiness in Greece – the case of Agioi Anargiroi, Greece. European Journal of Education Studies, 2022, 9(1). http://dx.doi.org/10.46827/ejes.v9i1.4101
Kraft, M.A.; Blazar, D.; Hogan, D. The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 2018, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
Kutsyuruba, B.; Covell, L.; Godden, L. Early-career teacher attrition and retention: A pan-Canadian document analysis of teacher induction and mentorship programs. Report number: Final report, Queen’s University, 2013. http://dx.doi.org/10.13140/2.1.2692.9441
Kutsyuruba, B.; Godden, L.; Bosica, J. The impact of mentoring on the Canadian early career teachers; well-being. International Journal of Mentoring and Coaching in Education, 2019. http://dx.doi.org/10.1108/IJMCE-02-2019-0035
Lamm, K.W.; Sapp, R.; Lamm, A.J. The mentoring experience: Leadership development program perspectives. Journal of Agricultural Education, 2020, 58(2), 20-34, https://doi.org/10.5032/jae.2017.02020
Lazarus, A. Exploring identity in coaching-insights into coaches’ understanding and approach. Frontiers in Psychology, 2025, 15: 1445643. https://doi.org/10.3389/fpsyg.2024.1445643
Leontopoulos, S.; Skenderidis, P.; Liapopoulos, V. Modern challenges, and issues in school environment, Internet addiction, adolescent development, sexuality and school bullying. European Journal of Education Studies, 2024a, 11(1), 248-276. http://dx.doi.org/10.46827/ejes.v11i1.5169
Leontopoulos, S.; Skenderidis, P.; Liapopoulos, V.; Chatzitheodorou, V. Educational aspects on special need and “charismatic” students. European Journal of Education Studies, 2024b, 11(3), 37-54. https://doi.org/10.46827/ejes.v11i3.5220
Lewis, A.E.; Diamond, J.B. Despite the best intentions: How racial inequality thrives in good schools. 2015, New York: University Press. Retrieved from https://cmc.marmot.org/Record/.b64121586
Lumby, J.; Coleman, M. Leadership and diversity: Challenging theory and practice in education. 2007, Sage. https://sk.sagepub.com/book/mono/leadership-and-diversity/toc#_=_
Mallillin, L.L.D.; Caday, A.T.; Canda, E.G. Management of human resources: An input to educational leadership and management practices. European Journal of Education Studies, 2024, 11(4). Retrieved from https://doi.org/10.46827/ejes.v11i4.5263
Marinos, A. Teaching fractions to bilingual students: A case study in schools of the Dodecanese, Greece. European Journal of Education Studies, 2021, 8(11). https://doi.org/10.46827/ejes.v8i11.3995
Merizow, J. Learning to think like an adult. Critical Perspectives on Theory in Progress, 2000, 3-33. https://citeseerx.ist.psu.edu/document?rpid=rep1&type=pdf&doi=cb65f6c1f6d2a0d99572cd4f36a27af139061cc4
Merriam, S.B.; Bierema, L.L. Adult Learning: Linking Theory and Practice, 2014, p42-126. San Francisco, CA: Jossey-Bass. Retrieved from https://books.google.ro/books/about/Adult_Learning.html?id=ISJ8AAAAQBAJ&redir_esc=y
Moorosi, P. South African female principals; career paths: Understanding the gender gap in secondary school management. Educational Management Administrations and Leadership, 2010, 38(5). http://dx.doi.org/10.1177/1741143210373741
Muga, O.P.; Onyango, A.G.; Jackline, N. Leadership styles practiced by principals in public secondary schools in Siaya, Kisumu and Kajiado counties, Kenya. European Journal of Education Studies, 2017, 3(9). https://oapub.org/edu/index.php/ejes/article/view/977
National Mentoring Resource Center. School checklist for developing and launching a success mentors’ program., Mentor, 2019. Retrieved from https://www.mentoring.org/wp-content/uploads/2019/12/Success-Mentors-School-Checklist.FINAL_.pdf
Negoro, M.C.W.; Wibowo, A. Empathetic leadership, job satisfaction and intention to leave among millennials in a start-up industry: Needs’ satisfaction as a mediating variable. Journal of Indonesian Economy and Business, 2021, 36(2), 136-154. http://dx.doi.org/10.22146/jieb.v36i2.1398
Odimmega, C.G.; Udemba, N.F.; Obiekwe, K.K. Strategies for mentoring new secondary school teachers for greater performance in Anambra state, Nigeria. European Journal of Education Studies, 2021, 8(5). http://dx.doi.org/10.46827/ejes.v8i5.3718
OECD. (2020). Supporting school leadership in Greece. OECD Reviews of School Resources.
OECD. Education at a Glance 2023: OECD Indicators. OECD Publishing, Paris, https://doi.org/10.1787/e13bef63-en.
OECD. Teachers and leaders in Vocational education and training. 2021, https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/03/teachers-and-leaders-in-vocational-education-and-training_5641deea/59d4fbb1-en.pdf
Onan, G.; Surucu, L.; Bekmezci, M.; Dalmis, A.B.; Sunman, G. Relationships between positive leadership styles, psychological resilience and burnout: An empirical study among Turkish teachers. Behavioral Sciences, 2025, 15(6), 713, https://doi.org/10.3390/bs15060713
Papachristou, M. The school dropout of Roma students: A research effort on the causes of the phenomenon. European Journal of Education Studies, 2023, 10(10). http://dx.doi.org/10.46827/ejes.v10i10.5022
Parks, D. Leadership in times of austerity. 1983, ASCD, https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el_198302_parks.pdf
Perry, M. The mentor’s guide to youth purpose: The art of helping a young person find meaning, a sense of self and ways of giving back to their world. Mentor, 2019, https://www.mentoring.org/wp-content/uploads/2019/12/The-Mentors-Guide-to-Youth-Purpose.pdf
Pickett, A. The relationship between mentoring and leadership. West Chester University Master’s Thesis, 2022. Retrieved from https://digitalcommons.wcupa.edu/all_theses/230/
Robertson, J. Coaching leadership: Building educational leadership capacity through coaching partnerships. 2016, NZCER Press. Retrieved from https://sk.sagepub.com/book/mono/coaching-educational-leadership/toc#_
Sasan, J.M.; Escultor, G.R.; Larsani, V.N. The impact of transformational leadership on school culture. International Journal of Social Service and Research, 2023, 3(8), 1899-1907. http://dx.doi.org/10.46799/ijssr.v3i8.334
Schoenberger, L. The role of mentoring in the advancement of women in coaching. Ithaca College Theses, 2015, Paper 141, https://core.ac.uk/download/pdf/217288366.pdf
Schön, D.A. The reflective practitioner: How professionals think in action. 1992, Basic Books. https://doi.org/10.4324/9781315237473
Seligman, M.E.P.; Csikszentmihalyi, M. Positive psychology: An introduction. In: Flow and the foundations of positive psychology 2014, (279–298). Springer. https://doi.org/10.1007/978-94-017-9088-8_18
Sezer, S. School principals’ administrative characteristics and the effects on the development of students. European Journal of Education Studies, 2018, 4(10). https://doi.org/10.5281/zenodo.1307411
Skenderidis, P.; Leontopoulos, S.; Liapopoulos, V.; Chatzitheodorou, V. Technological challenges in teaching courses of agricultural interest in vocational upper secondary schools in Greece. European Journal of Education Studies, 2024, 11(9), 52-69. http://dx.doi.org/10.46827/ejes.v11i9.5476
Skenderidou, I.; Leontopoulos, S.; Stafylis, N.; Skenderidis, P. School dropout: Causes, consequences and strategies for prevention. European Journal of Education Studies, 2025, 12(11), 176-196. http://dx.doi.org/10.46827/ejes.v12i11.6279
Stead, V. Mentoring: A model for leadership development? International Journal of Training and Development, 2005, 9(3), 170-184, https://doi.org/10.1111/j.1468-2419.2005.00232.x
Sug-ang, L.S.; Namocot, S.L.C. Academic motivation and resilience as predictors of learners’ academic competence: Basis for a proposed A.S.P.I.R.E model. European Journal of Education Studies, 2025, 12(8). http://dx.doi.org/10.46827/ejes.v12i8.6158
Tschannen-Moran, B.; Tschannen-Moran, M. The coaching habit: Say less, ask more & change the way you lead forever. 2016, Corwin Press. Retrieved from https://books.google.ro/books/about/The_Coaching_Habit.html?id=tfY4EAAAQBAJ&redir_esc=y
Tzianakopoulou, T.; Manesis, N. The promotion of organizational culture: The case of Greece. European Journal of Education Studies, 2021, 8(2). http://dx.doi.org/10.46827/ejes.v8i2.3579
Vagelas, I.; Leontopoulos, S. Differentiated education on teaching notions of plants’ pathology assessment. WSEAS Transactions on Advances in Engineering Education, 2023, 20, 138-148. https://doi.org/10.37394/232010.2023.20.17
Vongalis-Macrow, A. Career moves: Mentoring for women advancing their career and leadership in academia. 2014, http://dx.doi.org/10.1007/978-94-6209-485-7
Walker, K.; Kutsyuruba, B. The role of school administrators in providing early career teachers; support: A pan-Canadian perspective. International Journal of Education Policy and Leadership, 2019, 14(2). Retrieved from https://files.eric.ed.gov/fulltext/EJ1205521.pdf
Webster-Wright, A. Reframing professional development through understanding authentic professional learning. Review of Educational Research, 2009, 79(2), 702–739. http://dx.doi.org/10.3102/0034654308330970
Whitmore, J. Coaching for performance: Growing human potential and purpose-The principles and practice of coaching and leadership, (4th ed.), 2009, Nicholas Brealey. Retrieved from https://archive.org/details/coachingforperfo0000whit_r6k0
Wilkerson, P.; Reynolds, S. The value of intentional cross-identity mentorship: Examining the benefits of shared and differing identity mentors. National Association of Colleges and Employers (NACE) Journal, 2021. Retrieved from https://www.naceweb.org/career-development/organizational-structure/the-value-of-intentional-cross-identity-mentorship-examining-the-benefits-of-shared-and-differing-identity-mentors/
Yue, X.; Feng, Y.J. Implementing sustainability in schools: The role of culture leadership. European Journal of Education Studies, 2020, 7(12). http://dx.doi.org/10.46827/ejes.v7i12.3448
Zachary, L.J. The mentor's guide: Facilitating effective learning relationships (2nd ed.), 2012, Jossey-Bass. Retrieved from https://books.google.ro/books/about/The_Mentor_s_Guide.html?id=mQ8Dv_tRPt0C&redir_esc=y
Zachary, L.J.; Fischler, L.A. The mentor’s guide: Facilitating effective learning relationships (3rd ed.), 2019, Jossey-Bass.
DOI: http://dx.doi.org/10.46827/ejes.v12i12.6341
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Stefanos Leontopoulos, Irene Skenderidou, Nikolaos Stafylis, Konstantinos Papageorgiou, Prodromos Skenderidis
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2026. 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).
