Mentoring-Based Learning Culture at Schools: Learning from School Administrator Mentoring

Year 2020, Volume: 5 Issue: 3, 786 - 838, 30.11.2020

Ferudun Sezgin Emre Sönmez , Mehtap Naillioğlu

https://doi.org/10.30828/real/2020.3.6

Cited By: 3

Abstract

The purpose of this study is to examine the mentoring roles and behaviors of school administrators in the context of developing a learning culture in schools comprehensively and holistically. The study was designed as a phenomenological study and we utilized the interview as the data collection technique. A total number of 10 school administrators working at the public schools in Turkey participated in the study. Results revealed that mentoring is an essential component in the process of creating and maintaining an effective and collaborative learning culture. The findings of the research were discussed in the context of mentoring and learning culture with the theme of administrators’ competence areas, perspective and contribution on learning and development, professional learning activities, mentoring roles, learning barriers, self-assessment, and benefits of mentoring.

Keywords

School administrator, Mentoring, Learning culture, Mentoringbased learning culture, Qualitative research

References

• Arar, K., & Masry Harzallah, A. (2019). Trust among teachers and educational counsellors in the Arab education system. International Journal of Leadership in Education, 22(4), 456–468.