Investigating the Existence of Mentoring Support to School's New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership

Autor/inn/en	Michopoulou, Sotiria; Stavropoulos, Vasileios; Xafakos, Efstathios
Titel	Investigating the Existence of Mentoring Support to School's New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership
Quelle	In: Research in Educational Administration & Leadership, 5 (2020) 3, S.753-784 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2564-7261
Schlagwörter	Mentors; Beginning Teachers; Beginning Teacher Induction; Substitute Teachers; Social Support Groups; School Administration; Leadership Styles; Leadership Role; Principals; Guidance; Collegiality; Peer Relationship; Teacher Attitudes; Elementary School Teachers; Public Schools; Correlation; Foreign Countries; Organizational Climate; Greece + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Social support; Soziale Unterstützung; Führungsstil; Principal; Schulleiter; Beratung; Kollegialität; Peer-Beziehungen; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Korrelation; Ausland; Organisationsklima; Griechenland
Abstract	Teacher mentoring is one of the most well-known and widespread methods of personalized guidance and support for school's new-entrant substitute teachers (Bezzina, 2006; Andrews & Quinn 2005; Moyles, Suschitsky & Chapman, 1999; Nemser-Feiman, 1996), providing multiple benefits (Ingersoll, 2003; Ingersoll & Kralik, 2004; Lambeth, 2012). However, in the Greek context, teacher mentoring as a practice, although it is institutionalized in 2010, has not been yet implemented. For that reason, the purpose of this study is to investigate whether school's new-entrant substitute teachers receive mentoring support and guidance, even informally, from their colleagues (peer mentoring) and their principal. Additionally, it explores the role of leadership in mentoring support as described above. A quantitative research approach has been adopted. Self-administered questionnaires were completed by 120 school's new-entrant substitute schoolteachers using the convenience sampling technique. The questionnaires included a Likert type scale with 51 items measuring different aspects of teachers' views about their informal peer mentoring support (Huling-Austin & Murphy, 1987) and leadership style of their principal (Organizational Climate Descriptive Questionnaire- Hoy & Clover, 1986). According to the results, school's new-entrant substitute teachers seem to receive in a small extent informal mentoring support and guidance from their colleagues and principal. However, colleagues provide to a greater extent mentoring support than school principals. In addition, school leadership, especially supportive leadership style is positively correlated with mentoring support. (As Provided).
Anmerkungen	EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail: eyedderinfo@gmail.com; Web site: http://dergipark.gov.tr/real
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01