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

Yıl 2023, Cilt: 10 Sayı: 3, 573 - 588, 30.12.2023

Duran Mavi Hakan Topaloğlu Oya Uslu Çetin Gamze Tuti

https://doi.org/10.30900/kafkasegt.1312893

Öz

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.

Anahtar Kelimeler

Mentroing, principal, self-efficacy, Türkiye

Mentorluk Özyeterliği Nasıl Etkiler?: Türk Okul Müdürleri Üzerine Bir İnceleme

Öz

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 Kahramanmaraş’ta 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.

Anahtar Kelimeler

Mentorluk, okul müdürü, özyeterlik, Türkiye

Kaynakça

• Anselmus D. Z., Wiyono, B. B., Imron, A., Burhanuddin, B., Supriyanto, A. & Daliman, M. (2022). Principal self-efficacy for instructional leadership in the perspective of principal strengthening training: Work engagement, job satisfaction and motivation to leave. Cogent Education, 9(1), 1-18.
• Arar, K. (2018). How novice principals face the challenges of principalship in the Arab education system in Israel. Journal of Career Development, 45(6), 580-596.
• Aravena, F. (2018). Mentoring novice school principals in Chile: What do mentors learn? International Journal of Mentoring & Coaching in Education, 7(3), 219-230.
• Augustine-Shaw, D. & Hachiya, R. (2017). Strengthening decision-making skills of new school leaders through mentoring and service. Servant Leadership: Theory & Practice, 4(1), 32–52.
• Aypay, A. (2015). Eğitim politikası (2nd ed.). Ankara: Pegem. Bakioğlu, A., Hacıfazlıoğlu, Ö. & Özcan, K. (2010). The influence of trust in principals' mentoring experiences across different career phases. Teachers & Teaching: Theory & Practice, 16(2), 245-258.
• Balyer, A. & Gündüz, Y. (2011). Değişik ülkelerde okul müdürlerinin yetiştirilmesi: Türk eğitim sistemi için bir model önerisi. Kuramsal Eğitimbilim Dergisi, 4(2), 182-197.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
• Bennett, R. (2015). Facilitators and barriers to the assimilation of function-specific executives into senior management roles. Career Development International, 20(4), 315-338.
• Bolam, R., McMahon, A., Pocklington, K. & Weindling, D. (1995). Mentoring for new headteachers: Recent British experience. Journal of Educational Administration, 33(5), 29-44.
• Bozkurt, K. & Özkan, M. (2021). Okul müdürlerinin kendi kariyer evrelerine ilişkin düşünceleri. International Innovative Education Researcher, 1(1), 42-51.
• Chu, H. & Cravens, X. C. (2012). Principal professional development in China: Challenges, opportunities, and strategies. Peabody Journal of Education, 87(2), 178-199.
• Daresh, J. (2004). Mentoring school leaders: Professional promise or predictable problems? Educational Administration Quarterly, 40(4), 495-517.
• Davis, S. H. & Darling-Hammond, L. (2012). Innovative principal preparation programs: What works, and how we know. Planning & Changing, 43, 25-45.
• Demirtaş, H. & Özer, N. (2014). Okul müdürlerinin bakış açısıyla okul müdürlüğü. Kastamonu Eğitim Dergisi, 22(1), 1-24.
• Dhuey, E. & Smith, J. (2014). How important are school principals in the production of student achievement? Canadian Journal of Economics, 47(2), 634-663.
• Ereş, F. (2009). Okul yöneticilerinin yetiştirilmesinde mentorluk. Kafkas Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(3), 157-165.
• Eusanio, J. A. (2022). Novice principals' perspectives regarding in-service training and their self-efficacy (No.: 29064850) [Doctoral dissertation, Fordham University], Proquest.
• Federici, R. A. & Skaalvik, E. M. (2011). Principal self-efficacy, and work engagement: Assessing a Norwegian principal self-efficacy scale. Social Psychology of Education, 14(4), 575-600.
• Fox, M. (2018). Mentoring support and self-efficacy of public school principals: A correlational study (No.: 10746468) [Doctoral dissertation, Northcentral University], Proquest.
• Geismar, T. J., Morris, J. D. & Lieberman, M. G. (2000). Selecting mentors for principalship interns. Journal of School Leadership, 10, 233-247.
• Gimbel, P. & Kefor, K. (2018). Perceptions of a principal mentoring initiative. NASSP Bulletin, 102(1), 22-37.
• Gümüş, E. & Ada, S. (2017). Okul müdürlerinin katıldıkları mesleki gelişim faaliyetleri hakkındaki görüşleri: Türkiye ve ABD örnekleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 0(43), 176-208.
• Gümüş, E. & Bellibaş, M. Ş. (2016). The effects of professional development activities on principals' perceived instructional leadership practices: Multicountry data analysis using TALIS 2013. Educational Studies, 42(3), 287–301.
• Gümüş, E. (2019). Investigation of mentorship process and programs for professional development of school principals in the USA: The case of Georgia. International Journal of Educational Leadership & Management, 7(1) 2-41.
• Gündüz, Y. & Balyer, A. (2011). Eğitim denetiminde alternatif yaklaşımlar. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 33, 67-78.
• Hallinger, P., Gümüş, S. & Bellibaş, M. Ş. (2020). 'Are principals instructional leaders yet?' A science map of the knowledge base on instructional leadership, 1940–2018. Scientometrics, 122(3), 1629-1650.
• Hallinger, P., Hosseingholizadeh, R., Hashemi, N. & Kouhsari, M. (2018). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management Administration & Leadership, 46(5), 800-819.
• Hansford, B. & Ehrich, L. C. (2006). The principalship: How significant is mentoring? Journal of Educational Administration, 44(1), 36-52.
• Hayes, S. D. (2019). Using developmental relationships in mentoring to support novice principals as leaders of learning. Mentoring & Tutoring: Partnership in Learning, 27(2), 190-212.
• Hayes, S. D. (2020). Relational mentoring for developing novice principals as leaders of learning. B. J. Irby, J. N. Boswell, L. J. Searby, F. Kochan, R. Garza & N. Abdelrahman (Eds.), In The Wiley International Handbook of Mentoring: Paradigms, practices, programs, and possibilities (pp. 97-113). Wiley.
• Helber, J. (2015). Self-efficacy and instructional leadership: Does mentoring make a difference? (No.: 3713571) [Doctoral dissertation, Eastern Michigan University], Proquest.
• Hobson, A. & Sharp, C. (2005). Head to head: A systematic review of the research evidence on mentoring new head teachers. School Leadership & Management, 25(1), 25-42.
• Jamison, K., Clayton, J. K. & Thessin, R. A. (2020). Utilizing the educational leadership mentoring framework to analyze intern and mentor dynamics during the administrative internship. Mentoring & Tutoring: Partnership in Learning, 28(5), 578-601.
• Jugmohan, P. & Muzvidziwa, I. (2017). Mentoring and principal preparation: The case of Kwazulu-Natal women. International Journal of Educational Sciences, 16(1-3), 150-155.
• Katz, R. (1974). Skills of an effective administrator. Massachusetts: Harward. Kelleher, J. (2016). You're OK, I'm OK. Phi Delta Kappan, 97(8), 70–73.
• Koç, E. & Atmaca, T. (2022). Okul müdürlerine göre okulda yönetmesi zor durumlar ve yönetme stratejileri. Ulusal Eğitim Akademisi Dergisi, 6(2), 175-193.
• Kuckartz, U. & Rädiker, S. (2019). Analyzing qualitative data with MAXQDA. Springer. Laouni, N. (2022). School principals' self-efficacy beliefs and level of technology integration in Moroccan public schools. International Journal of Educational Leadership and Management, 11(1), 1-37.
• Lipke, T. B. (2019). Leveraging a handbook for principal mentoring: Pathways in a district context. Journal of School Leadership, 30(1), 84-100.
• Lyons, C. A. & Murphy, M. J. (1994, April). Principal self‐efficacy and the use of power. [Conference Presentation] Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, United States.
• Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber (S. Turan, Trans. Eds.; 3rd ed.). Ankara: Nobel.
• Messer, K. (2019). A phenomenological investigation into the impact of mentorship on the self-efficacy of novice principals (No.: 22620674) [Doctoral dissertation, Creighton University], Proquest.
• Meyer, F. & Patuawa, J. (2022). Novice principals in small schools: Making sense of the challenges and contextual complexities of school leadership. Leadership & Policy in Schools, 21(2), 167-184.
• Miles, M. B. & Huberman, A. M. (1994/2019). Nitel veri analizi: Genişletilmiş bir kaynak kitap (3rd ed.). (S. A. Altun & A. Ersoy, Trans Eds.). Ankara: Pegem.
• Mohanty, M. (2021). The self-efficacy of first-year elementary principals: A case study (No.: 28321769) [Doctoral dissertation, University of Nebreska], Proquest.
• MoNE. (2022a). 2022 yılı performans programı. Accessed on 24/10/2022 from https://sgb.meb.gov.tr/meb_iys_dosyalar/2022_04/04135921_1_nisan_PP2022.pdf.
• MoNE. (2022b). Yıllık hizmetiçi eğitim planı. Accessed on 15/10/2022 from https://oygm.meb.gov.tr/d osyalar/planlar/2022_Plan.pdf.
• Ng, S. W. & Szeto, S. Y. E. (2016). Preparing school leaders: The professional development needs of newly appointed principals. Educational Management Administration & Leadership, 44(4), 540-557.
• Oplatka, I. & Lapidot, A. (2017). Novice principals' perceptions of their mentoring process in early career stage: The key role of mentor-protégé relations. Journal of Educational Administration & History, 50(3), 204-222.
• Osterman, K. & Sullivan, S. (1996). New principals in an urban bureaucracy: A sense of efficacy. Journal of School Leadership, 6, 661‐90.
• Owen, H. (2015). Making the most of mobility: Virtual mentoring and education practitioner professional development. Research in Learning Technology, 2015, 23, 1-14.
• Özalp, U., Yirci, R. & Kocabaş, İ. (2016). Müdür yardımcılarının iş doyumunun yordayıcısı olarak okul müdürlerinin mentorluk fonksiyonları. Kalem Eğitim ve İnsan Bilimleri Dergisi, 6(2), 455-494.
• Özdemir, M. (2010). Nitel veri analizi: Sosyal bilimlerde yöntembilim sorunsalı üzerine bir çalışma. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 11(1), 323-343.
• Özdemir, M. (2018). Eğitim yönetimi: Alanın temelleri ve çağdaş yönelimler. Ankara: Anı.
• Özdemir, N. & Kavak, Y. (2019). Akademik başarı kıskacındaki okul müdürleri (2nd ed.). Ankara: Pegem.
• Özer, N. (2013). Investigation of the primary school principals' sense of self-efficacy, and professional burnout. Middle-East Journal of Scientific Research 15(5), 682-691.
• Parylo, O. & Zepeda, S. J. (2015). Connecting principal succession and professional learning: A cross-case analysis. Journal of School Leadership, 25(5), 940-968.
• Parylo, O., Zepeda, S. J. & Bengtson, E. (2012). The different faces of principal mentorship. International Journal of Mentoring and Coaching in Education, 1(2), 120-135.
• Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). LA: Sage.
• Polat, S., Uğurlu, C. T. & Aksu, M. B. (2018). Okul yöneticilerinin kendi mesleki gelişimleri ve okulu geliştirmeye yönelik liderlik davranışlarına ilişkin görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 6(1), 205-224.
• Schechter, C. (2014). Mentoring prospective principals: Determinants of productive mentor-mentee relationship. International Journal of Educational Reform, 23(1), 52-6f5.
• Searby, L. J. (2010). Preparing future principals: Facilitating the development of a mentoring mindset through graduate coursework. Mentoring & Tutoring: Partnership in Learning, 18(1), 5-22.
• Service, B., Dalgic, G. E. & Thornton, K. (2018). Benefits of a shadowing/mentoring intervention for New Zealand school principals. Professional Development in Education, 44(4), 507-520.
• Skaalvik, C. (2020). School principal self-efficacy for instructional leadership: Relations with engagement, emotional exhaustion and motivation to quit. Social Psychology of Education, 23(2), 479-498.
• Smith, A. A. (2007). Mentoring for experienced school principals: Professional learning in a safe place. Mentoring & Tutoring, 15(3), 277-291.
• Spillane, J. P. & Sun, J. M. (2022). The school principal and the development of social capital in primary schools: The formative years. School Leadership & Management, 42(1), 4-23.
• Tahir, T., Mohd, S., Khadijah, D., Shafeeq, V. & Aqeel, K. (2015). The benefits of headship mentoring: An analysis of Malaysian novice headteachers' perceptions. Educational Management Administration & Leadership, 44(3), 420-450.
• Tesch, R. (1990). Qualitative research: Analysis types and software tools. Falmer.
• Tschannen-Moran, M. & Gareis, C. R. (2007). Cultivating principals’ self-efficacy: Supports that matter. Journal of School Leadership, 17(1), 89-114.
• Turhan, M. & Karabatak, S. (2015). Okul liderlerinin web tabanlı yetiştirilmesinde problem temelli öğrenme: Teorik bir model önerisi. Kuram ve Uygulamada Eğitim Yönetimi, 21(3), 395-424.
• Versland, T. M. & Erickson, J. L. (2017). Leading by example: A case study of the influence of principal self-efficacy on collective efficacy. Cogent Education, 4(1), 1-17.
• Versland, T. M. (2016). Exploring self-efficacy in education leadership programs: What makes the difference? Journal of Research on Leadership Education, 11(3), 298-320.
• Villani, S. (2006). Mentoring and introduction programs that support new principals. Corwin.