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Year 2020, Volume: 5 Issue: 3, 753 - 784, 30.11.2020
https://doi.org/10.30828/real/2020.3.5

Abstract

References

  • Andrews, B. D., & Quinn, R. J. (2005). The Effects of Mentoring on FirstYear Teachers' Perceptions of Support Received. Clearing House, 78(3), 110-116.

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

Year 2020, Volume: 5 Issue: 3, 753 - 784, 30.11.2020
https://doi.org/10.30828/real/2020.3.5

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 the 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, the school’s new-entrant substitute teachers seem to receive 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.

References

  • Andrews, B. D., & Quinn, R. J. (2005). The Effects of Mentoring on FirstYear Teachers' Perceptions of Support Received. Clearing House, 78(3), 110-116.
There are 1 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Sotiria Mıchopoulou This is me

Vasileios Stavropoulos This is me

Efstathios Xafakos This is me

Publication Date November 30, 2020
Published in Issue Year 2020 Volume: 5 Issue: 3

Cite

APA Mıchopoulou, S., Stavropoulos, V., & Xafakos, E. (2020). Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership. Research in Educational Administration and Leadership, 5(3), 753-784. https://doi.org/10.30828/real/2020.3.5
AMA Mıchopoulou S, Stavropoulos V, Xafakos E. Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership. REAL. November 2020;5(3):753-784. doi:10.30828/real/2020.3.5
Chicago Mıchopoulou, Sotiria, Vasileios Stavropoulos, and Efstathios Xafakos. “Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership”. Research in Educational Administration and Leadership 5, no. 3 (November 2020): 753-84. https://doi.org/10.30828/real/2020.3.5.
EndNote Mıchopoulou S, Stavropoulos V, Xafakos E (November 1, 2020) Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership. Research in Educational Administration and Leadership 5 3 753–784.
IEEE S. Mıchopoulou, V. Stavropoulos, and E. Xafakos, “Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership”, REAL, vol. 5, no. 3, pp. 753–784, 2020, doi: 10.30828/real/2020.3.5.
ISNAD Mıchopoulou, Sotiria et al. “Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership”. Research in Educational Administration and Leadership 5/3 (November 2020), 753-784. https://doi.org/10.30828/real/2020.3.5.
JAMA Mıchopoulou S, Stavropoulos V, Xafakos E. Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership. REAL. 2020;5:753–784.
MLA Mıchopoulou, Sotiria et al. “Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership”. Research in Educational Administration and Leadership, vol. 5, no. 3, 2020, pp. 753-84, doi:10.30828/real/2020.3.5.
Vancouver Mıchopoulou S, Stavropoulos V, Xafakos E. Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership. REAL. 2020;5(3):753-84.


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