The Principalship: How Significant Is Mentoring?.
By B. Hansford, L. Ehrich. 2006
145 citations recorded by the source corpus.
Purpose – To draw on a structured review of the literature on formalised mentoring programs for principals with the purpose of exploring their nature and the positive and negative outcomes for the parties involved.Design/methodology/approach – The methodological approach utilised in this paper was a structured review of the literature which is a pre‐determined set of criteria, namely a set of coding categories, used for analysing research papers. Forty research‐based papers constituted the structured review and major coding categories utilised in this paper were positive and negative outcomes of mentoring programs for mentors and mentees and factual data relating to the research focus of the sample.Findings – Both positive and negative outcomes of mentoring were reported in the 40 research‐based papers, with substantially more papers reporting positive outcomes. Frequently cited positive outcomes for mentees included support, sharing ideas and professional development, while, for mentors, networking, prof...
Subfields: Applied Psychology, Clinical Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/b3762b5ab164f68a104d5db1f3bd53fba546aa56
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In Applied Psychology
In Clinical Psychology
In Social Psychology
Citations in the corpus
- Mentoring and Coaching Rural School Leaders: What Do They Need? (2010, background): “Hansford and Ehrich (2005) identified a comprehensive list of positive outcomes for principal mentees, including support, empathy, counseling, sharing ideas, problem solving, professional development, and improved confidence.”
- Mentoring for experienced school principals: professional learning in a safe place (2007, methodology): “However, Hansford and Ehrich (2005) fail to differentiate between those studies that have focussed on the mentoring of new principals and those that are concerned with experienced principals.”