Mentoring in the professional development of school principals: Panorama of Türkiye

Year 2023, Volume: 8 Issue: 1, 43 - 51, 26.07.2023

Duran Mavi

Abstract

The professional development of school principals is one factor that plays a role in their success. As a matter of fact, scholars have focused on the professional development sources of school principals in recent years. Previous research has addressed the effects of pre-service or in-service training on school principals’ careers. However, the Ministry of National Education and scholars has neglected the holistic view of mentoring practice’s effects on the professionalization of Turkish principals. The main purpose of the current study is to examine the mentoring approach in the professional development of novice principals. This study, which is a review, has analyzed the panorama in the world and Türkiye. The results show that mentoring is used in many countries; however, it is not officially implemented in Türkiye, and mentoring provides meaningful contributions to novice principals. Moreover, similar contributions are valid to mentor principals, teachers, students, and educational authorities. Based on the results, implementation suggestions were made to the authorities, and study recommendations were made for the researchers.

Keywords

Mentoring, school principal, professional development, Türkiye

References

• Ağaoğlu, E., Altınkurt, Y., Yılmaz, K., & Karaöse, T. (2012). Okul yöneticilerinin yeterliklerine ilişkin okul yöneti-cilerinin ve öğretmenlerin görüşleri (Kütahya ili). Eğitim ve Bilim, 37(164), 159–175.
• Augustine-Shaw, D., & Hachiya, R. (2017). Strengthening decision-making skills of new school leaders through mentoring and service. Servant Leadership: Theory and Practice, 4(1), 32–52.
• Aypay, A. (2015). Eğitim politikası (2nd ed.). Pegem Academy Publishing.
• Bakioğlu, A., Hacıfazlıoğlu, Ö., & Özcan, K. (2010). The influence of trust in principals’ mentoring experiences across different career phases. Teachers and Teaching: Theory and Practice, 16(2), 245–258.
• Balyer, A., & Gündüz, Y. (2011). Değişik ülkelerde okul müdürlerinin yetiştirilmesi: Türk eğitim sistemi için bir model önerisi. Kuramsal Eğitimbilim, 4(2), 182–197.
• Beycioğlu, K., Kılınç, A. Ç., & Polatcan, M. (2019). The ‘Westernized’ map of the field of educational administration in Turkey and dominant perspectives in school leadership education. In E. A. Samier, & E. S.
• Elkaleh (Eds.), Teaching educational leadership in Muslim countries (pp. 135–151). Springer. Boerema, A. J. (2011). Challenging and supporting new leader development. Educational Management Administra-tion and Leadership, 39(5), 554–567.
• Bursalıoğlu, Z. (2015). Okul yönetiminde yeni yapı ve davranış (15th ed.) Pegem.
• Büyükgöze, H., & Özdemir, M. (2017). İş doyumu ile öğretmen performansı ilişkisinin duygusal olaylar kuramı çerçevesinde incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 311–325.
• Bynoe, T. (2015). The key components of mentoring in school leadership. In B. S. Cooper, & C. R. McCray (Eds.), Mentoring for school quality: How educators can be more professional and effective (pp. 45–64). Rowman and Littlefield.
• Calabrese, R. L., & Tucker-Ladd, P. R. (1991). The principal and assistant principal: A mentoring relationship. NASSP Bulletin, 75(533), 67–74.
• Can, E. (2022). Okul yönetiminin sorunları: Okul müdürlerinin değerlendirmeleri. Yaşadıkça Eğitim, 36(2), 402–433.
• Çetin, Ş. (2019). Okul müdürlerinin karşılaştığı sorunlar: Nitel bir inceleme. Kastamonu Eğitim Dergisi, 27(4), 1637–1647.
• Chapman, J. D. (2005). Recruitment, retention, and development of school principals – Education policy series. UNESCO International Academy of Education.
• Chikoko, V., Naicker, I., & Mthiyane, S. (2014). Leadership development: Learning from South African school prin-cipals’ and mentors’ experiences. Journal of Social Sciences, 41(2), 221–231.
• Çınkır, Ş. (2010). İlköğretim okulu müdürlerinin sorunları: Sorun kaynakları ve destek stratejileri. İlköğretim Online, 9(3), 1027–1036.
• Clutterbuck, D. (1999). Mentoring in business: Executives and directors. Mentoring and Tutoring: Partnership in Learning, 6(3), 76–84.
• CoHE. (2020, March 5). MEB ve YÖK öğretmenlerin mesleki gelişimini artiracak iş birliğine imza attı. Yükseköğretim Kurulu Haberler. https://www.yok.gov.tr/Sayfalar/Haberler/2020/ogretmenlerin-mesleki-gelisimi-icin-is-birligi-protokolu-imzalandi.aspx
• Daresh, J. C. (2004). Mentoring school leaders: Professional promise or predictable problems. Educational Admin-istration Quarterly, 40(4), 495–517.
• Daresh, J. C., & Playko, M. A. (1990). Guidelines for development: Mentor programs: Focus on the beginning prin-cipal. NASSP Bulletin, 74(527), 73–77.
• Daresh, J. C., & Playko, M. A. (1992). Leaders helping leaders. Scholastic.
• Demirbilek, M., & Bakioğlu, A. (2019). Okul müdür yardımcılarının görevlerinden ayrılma nedenleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 52(3), 737–769.
• Deniz, Ü., & Erdener, M. A. (2020). Levels of school administrators exhibiting instructional supervision behaviors: Teachers’ perspectives. Research in Educational Administration and Leadership, 5(4), 1038–1081.
• Elçiçek, Z., & Yaşa, M. (2016). Türkiye’de ve dünyada öğretmenlerin mesleki gelişimi. Elektronik Eğitim Bilimleri Dergisi, 5(9), 12–19.
• Ereş, F. (2009). Mentoring in training of school managers. Journal of the Institute of Social Sciences 3, 157–165.
• Geismar, T. J., Morris, J. D., & Lieberman, M. G. (2000). Selecting mentors for principalship interns. Journal of School Leadership, 10, 233–247.
• Gettys, S. G., Martin, B. N., & Bigby, L. (2010). Does mentoring assist in developing beginning principals’ instruc-tional leadership skills? International Journal of Evidence Based Coaching and Mentoring, 8(2), 91–110.
• Gimbel, P., & Kefor, K. (2018). Perceptions of a principal mentoring initiative. NASSP Bulletin, 102(1), 22–37.
• GNAoT. (2022, October 25). Maarif Teşkilatı Hakkında Kanun (1926). https://web.archive.org/web/20140513180102/https://www.tbmm.gov.tr/tutanaklar/KANUNLAR_KARARLAR/kanuntbmmc004/kanuntbmmc004/kanuntbmmc00400789.pdf.
• Goldring, R. & Taie, S., (2014). Principal attrition and mobility: Results from the 2012-13 principal follow-up survey. U.S. Department of Education, National Center for Education Statistics.
• Grissom, J. A., & Harrington, J. R. (2010). Investing in administrator efficacy: An examination of professional de-velopment as a tool for enhancing principal effectiveness. American Journal of Education, 116(4), 583–612.
• Gümüş, E. (2019). Investigation of mentorship process and programs for professional development of school prin-cipals in the USA: The case of Georgia. International Journal of Educational Leadership and Management, 7(1), 2–41.
• Gümüş, E., & Bellibaş, M. Ş. (2016). The effects of professional development activities on principals’ perceived in-structional leadership practices: Multicountry data analysis using TALIS 2013. Educational Studies, 42(3), 287–301.
• Gümüş, S., & Bellibaş, M. Ş. (2020). The relationship between professional development, and school principals’ leadership practices: The mediating role of self-efficacy. International Journal of Educational Management, 34(7), 1155–1170.
• Hansford, B., & Ehrich, L. (2006). The principalship: How significant is mentoring? Journal of Educational Admin-istration, 44(1), 36–52.
• Hayes, S. (2020). Relational mentoring for developing novice principals as leaders of learning. In B. J. Irby, J. N. Boswell, L. J. Searby, F. Kochan, R. Garza, & N. Abdelrahman (Eds.), The Wiley international handbook of men-toring: Paradigms, practices, programs, and possibilities (pp. 97–113). Wiley.
• Hayes, S. D. (2019). Using developmental relationships in mentoring to support novice principals as leaders of learning. Mentoring and Tutoring: Partnership in Learning, 27(2), 190–212.
• Helber, J. (2015). Self-efficacy and instructional leadership: Does mentoring make a difference? (Publication No. 616) [Published doctoral dissertation, Eastern Michigan University.] Digital Commons @EMU.
• Ho, C. S. M., Bryant, D. A., & Jiafang, L. (2022). Nurturing teachers’ entrepreneurial behavior in schools: Roles, and responsibilities for school principals. Leadership and Policy in Schools, 1–17.
• Hobson, A., & Sharp, C. (2005). Head to head: A systematic review of the research evidence on mentoring new head teachers. School Leadership and Management, 25(1), 25–42.
• Jones, M. K., & Larwin, K. H. (2015). Does mentoring make a difference: An investigation of a mentoring pro-grams’s impact on first year building principal’s practices, and self-efficacy. Perspectives: A Journal of Research and Opinion about Educational Service Agencies, 21(2), 1–27.
• Kaya, M. (2020). MEB Öğretmen Yetiştirme Genel Müdürlüğü’nün hizmet içi eğitim faaliyetleri: Katılımcılar, eğitim durumları, eğitim konuları. Trakya Eğitim Dergisi, 10(1), 183–193.
• Kesen, İ., Sundaram, D. T., & Abaslı, K. (2019). Öğretim lideri vs. okul müdürü (Report No. 141). SETA. https://setav.org/assets/uploads/2019/07/R141.pdf.
• Koşar, S., Sezgin, F., & Aslan, H. (2013). Okul müdürlerinin resmi görev tanımlarının dışında olduğunu düşün-dükleri işlere ilişkin görüşleri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 33(1), 147–164.
• Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership and Management, 40(1), 5–22.
• Lipke, T. B. (2019). Leveraging a handbook for principal mentoring: Pathways in a district Context. Journal of School Leadership, 30(1), 84–100.
• Lynch, J. M. (2012). Responsibilities of today’s principal: Implications for principal preparation programs and principal certification policies. Rural Special Education Quarterly, 31(1), 40–47.
• McEwan, E. K. (2003). Ten traits of highly effective principals: From good to great performance. Corwin.
• Mintzberg, H. (2009). Managing. Berrett-Koehler.
• Mitgang, L. D. (2007). Getting principal mentoring right: Lessons from the field. Wallace Foundation.
• Mitgang, L., & Gill, J. (2012). The making of the principal: Five lessons in leadership training. Perspective.
• MoNE. (2022, 12 October). Hizmet içi eğitimde yeni yaklaşimlar ve kariyer basamaklari semineri İzmir’de gerçekleştirildi. https://oygm.meb.gov.tr/www/hizmet-ici-egitimde-yeni-yaklasimlar-ve-kariyer-basamaklari-semineri-izmirde-gereceklestirildi/icerik/1054.
• MoNE. (2022, October 24). 2022 yılı performans programı. https://sgb.meb.gov.tr/meb_iys_dosyalar/2022_04/04135921_1_nisan_PP-2022.pdf.
• MoNE. (2022, October 24). Milli Eğitim Temel Kanunu (1973). https://www.mevzuat.gov.tr/MevzuatMetin/1.5.1739.pdf.
• MoNE. (October 15, 2022) Yıllık hizmetiçi eğitim planı. https://oygm.meb.gov.tr/dosyalar/planlar/2022_Plan.pdf.
• Naillioğlu, M., & Sezgin, F. (2021). Danışman mentorluk rolleri: Aday öğretmen yetiştirme sürecinde aday ve danışman öğretmenlerin görüşleri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(1), 307–345.
• 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 and History, 50(3), 204–222.
• Özcan, K., & Balyer, A. (2012). Negative factors affecting the process of mentoring at schools. Procedia-Social and Behavioral Sciences, 46, 5414–5419.
• Özdemir, M. (2014). İnsan kaynakları yönetimi: Kuram, teknik, uygulama. Anı Publishing.
• Özdemir, M. (2017). Türkiye’de eğitim yöneticiliğine panoramik bir bakış. Öğretmen Dünyası, 37, 35–38.
• Özdemir, M. (2018). Eğitim yönetimi: Alanın temelleri ve çağdaş yönelimler. Anı Publishing.
• Özdemir, M. (2018). Liderlik yönelimi ve politik beceri arasındaki ilişkinin okul müdürlerinin görüşlerine göre incelenmesi. Ege Eğitim Dergisi, 19(1), 116–134.
• Recepoğlu, E., & Kılınç, A. Ç. (2014). Türkiye’de okul yöneticilerinin seçilmesi ve yetiştirilmesi, mevcut sorunlar ve çözüm önerileri. Electronic Turkish Studies, 9(2), 1817–1845.
• Riley, C. A. (2020). National principal mentor program. In B. J. Irby, J. N. Boswell, L. J. Searby, F. Kochan, R. Garza, & N. Abdelrahman (Eds.), The Wiley international handbook of mentoring: Paradigms, practices, programs, and possibilities (pp. 353–365). Wiley.
• Roberts, B. (2009). School leadership preparation: A national view. Delta Kapa Gamma Bulletin, 75(2), 5–7.
• Schechter, C. (2014). Mentoring prospective principals: Determinants of productive mentor–mentee relationship. International Journal of Educational Reform, 23(1), 52–65.
• Schechter, C., & Firuz, F. (2015). How mentor principals interpret the mentoring process using metaphors. School Leadership and Management, 35(4), 365–387.
• Sciarappa, K., & Mason, C. Y. (2014). National principal mentoring: Does it achieve its purpose? International Jour-nal of Mentoring and Coaching in Education, 3(1), 51–71.
• Scott, S. (2010). Pragmatic leadership development in Canada: Investigating a mentoring approach. Professional Development in Education, 36(4), 563–579.
• Searby, L. J. (2010). Preparing future principals: Facilitating the development of a mentoring mindset through graduate coursework. Mentoring and Tutoring: Partnership in Learning, 18(1), 5–22.
• Service, B., Dalgic, G. E., & Thornton, K. (2017). Benefits of a shadowing/mentoring intervention for New Zealand school principals. Professional Development in Education, 44(4), 507–520.
• Sezgin, F., Koşar, S., & Er, E. (2014). Okul yöneticisi ve öğretmen yetiştirmede mentorluk sürecinin incelenmesi. Kastamonu Eğitim Dergisi, 22(3), 1337–1356.
• Shaked, H., & Schechter, C. (2018). Systems thinking among enrollees in a principal preparation program. Journal of Research on Leadership Education, 13(3), 259–282.
• Smith, A. A. (2007). Mentoring for experienced school principals: Professional learning in a safe place. Mentoring and Tutoring, 15(3), 277–291.
• Steinberg, M. P., & Yang, H. (2022). Does principal professional development improve schooling outcomes? Evi-dence from Pennsylvania’s inspired leadership induction program. Journal of Research on Educational Effec-tiveness, 15(4), 1–49.
• 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 and Leadership, 44(3), 420–450.
• Thessin, R. A., Clayton, J. K., & Jamison, K. (2018). Profiles of the administrative internship: The mentor/intern partnership in facilitating leadership experiences. Journal of Research on Leadership Education, 15(1), 28–55.
• Turan, S., Yıldırım, N., & Aydoğdu, E. (2012). Okul müdürlerinin kendi görevlerine ilişkin bakış açıları. Pegem Eğitim ve Öğretim Dergisi, 2(3), 63–76.
• Villani, S. (2006). Mentoring and induction programs that support new principals. Corwin.
• Williams, E. J., Matthews, J., & Baugh, S. (2004). Developing a mentoring internship model for school leadership: Using legitimate peripheral participation. Mentoring and Tutoring: Partnership in Learning, 12(1), 53–70.
• Wu, H., Gao, X., & Shen, J. (2020). Principal leadership effects on student achievement: A multilevel analysis using Programme for International Student Assessment 2015 data. Educational Studies, 46(3), 316–336.
• Young, P. G., Sheets, J. M., & Knight, D. D. (2005). Mentoring principals: Frameworks, agendas, tips, and case stories for mentors and mentees. Corwin.
• Zepeda, S. J. (2014). The principal as instructional leader: A handbook for supervisors. Routledge.
• Zepeda, S. J., Parylo, O., & Ilgan, A. (2012). Teacher peer coaching in American and Turkish schools. International Journal of Mentoring and Coaching in Education, 2(1), 64–81.