THE NATURE OF A MENTORING PROGRAMME IN EDUCATION

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CHAPTER 3: CONCEPTUAL FRAMEWORK

INTRODUCTION

Chapter 2 outlined an extensive theoretical framework on the relationship between job satisfaction and mentoring in an educational context, thus providing a detailed background to these to concepts. The theoretical framework in Chapter 2 firstly helped the researcher to identify factors that had a positive and negative impact on job satisfaction amongst teachers and thus enabled him to research the consequence when teachers do not experience job satisfaction. Furthermore, the theoretical framework provided him with aspects as why mentoring is important to improve job satisfaction amongst beginner teachers entering the profession. In Chapter 2, the importance of mentoring and the role of school management when implementing a mentoring programme was discussed in detail (cf. par 2.3.2.1–2.3.4.7).
The topic consists of various concepts such as the nature and characteristics of an effective mentoring programme, which allowed the researcher to examine the roles of mentors, mentees, principals and schools in a mentoring programme as well as the benefits of a mentoring programme for mentors, mentees and schools. Chapter 3 provides a comparison between five different countries namely Australia, America, Kenya, China and Canada, in order to identify similarities of mentoring in each country, as well as how they experience the mentoring of teachers in their schools. Chapter 3 provides a discussion on different mentoring programmes, namely the Five Cs model of mentoring, Kolb’s experimental learning cycle and Hudson’s five-factor mentoring model, in order to identify the most suitable mentoring programme for this study. Finally, the most suitable mentoring programme to improve job satisfaction amongst beginner teachers was identified as Hudson’s five-factor model of mentoring.
The nature of a mentoring programme is discussed in the next section.

THE NATURE OF A MENTORING PROGRAMME IN EDUCATION

Introduction

The following part of the study focuses on the importance of having a well-managed mentoring programme at schools. This section outlines the roles and responsibilities of mentors, mentees, principals and schools when participating in a mentoring programme. The importance of mentoring will be discussed next.

Why is mentoring in education important?

The first years of newly qualified teachers entering the profession for the first time can be challenging and quite overwhelming, especially if they are left on their own. Superior-Greenstone (2011:4) outlines that new teachers are often assigned difficult assignments or subjects outside their areas of expertise. This creates a sink-or-swim situation. As a result, some teachers develop coping strategies, while some become discouraged about the support they receive and leave the profession. The researcher has found that new teachers need support, encouragement and practical help, and “providing a mentoring programme can help new teachers develop and refine their skills, become better teachers and stay within the profession” (Superior-Greenstone, 2011:4). The previous statement is supported by Chester (2015:18), who has found that mentoring newly qualified teachers provides them with access to teachers who haves demonstrated effectiveness with students and colleagues, and “at the same time, mentors are given the opportunity to be recognised as strong educators and leaders within their school” (cf. par 2.3.2.6). The goal of mentoring will be discussed next.

The goal of mentoring

The importance of mentoring in education was discussed in the previous section. With this in mind, the goal of mentoring will be explored to determine what needs to be achieved in order for mentoring to take place. The goal of mentoring can be seen as the opportunity provided to mentees to obtain and shape their skills and receive work based training in an educational setting, which allows them to demonstrate valuable professional insight in their new work environment (Mentoring Programme in Schools, 2012:54). Mentoring goals are set forth to guide the process of mentoring, Table 3.1 will clarify the goal of mentoring by outlined the following goals of mentoring.
Table 3.1 clarified the goal of mentoring by outlining professional development, integration of new teachers and promoting professional practice in their new work environment. The goal of mentoring outlines, the importance that mentors should be trained in the support role of mentees. School should create a goal orientated research focus on teaching learning for mentee development and qualification improvement should be part of the core focus of a school’s professional development programme (Superior-Greenstone, 2011:4; Chester, 2015:18; AIR, 2015:2). The qualities of a successful mentoring programme will be discussed next.

Qualities of a successful mentoring programme

The qualities of a successful mentoring programme should be in line with the goals of mentoring and the purpose of the mentoring programme should focus on the development of mentees as indicated in the previous section. “A mentoring programme promotes the continuous, effective development and refinement of skills that already exist within a new teacher.” Superior-Greenstone (2011:9) Table 3.2 provides a clear outline of the characteristics of a successful mentoring programme:
Table 3.2 illustrated the characteristics of a mentoring programme that outlines support, focuses on professional development, provides guidance and focuses on school-based development of new teachers. Table 3.2 enabled the researcher to summarise the different characteristics of a mentoring programme as a structure that supports mentees, provides guidance to beginner teachers, and focuses on the needs assessment of beginner teachers, implements orientation programmes for both mentees and mentors, facilitates professional development, enhances student performance and provides recognition. The role of a mentor in a mentoring programme will be discussed next.

The role of a mentor in a mentoring programme

The role of a mentor is to provide beginner teachers with “practical information, guide teachers as they develop instructional skills, and offer feedback and opportunities for reflection” (California County Superintendents Educational Services Association, 2016:7). AIR (2015:7) indicates that like beginner teachers, mentors should be encouraged and willing to participate in continual professional development to further expand their knowledge, honing classroom observation skills, engage reflective practice, addressing diverse learning needs, and provide effective feedback, which allows mentors to understand the role of the mentor in the mentoring process. Superior-Greenstone (2011:10) states that a mentor could make a significant impact on a beginning teacher’s life and his or her feeling and attitude towards the profession. Table 3.3 outlines the role of a mentor in a mentoring programme.
Table 3.3 illustrated the role of a mentor in a mentoring programme, which outlined that a mentor should facilitate regular contact sessions between mentors and mentees, provide guidance in their new work environment, mentors should provide emotional support, manage mentor and mentee relationships and provide professional support. Table 3.3 enabled the researcher to summarise the different roles of a mentor in regard to a mentoring programme as structuring regular meetings with mentees, provide feedback, conduct observation sessions, provide advice on classroom management, act as a role model, maintain a confidential relationship, provide guidance on a range of educational topics and assist in problem-solving. AIR (2015:6) states that mentors are not only good teachers; they have the ability to convey what they do in order to respond to challenges faced by beginner teachers. The role of a mentee in a mentoring programme will be discussed next.

The role of a mentee in a mentoring programme

Chester (2015:21) indicates that beginner teachers play an active role in the mentoring relationship by observing effective teachers at work, seeking out help and participating regularly in programmes organised for beginner teachers. This is supported by the findings of Superior-Greenstone (2011:15), who has found that mentees should be committed to mentoring programme and that participation in a mentoring programme should be mandatory for beginner teachers for their first year at a new school. Table 3.4 illustrates the role of a mentee in a mentoring programme.
Table 3.4 illustrated the role of a mentee in a mentoring programme, which outlined that a mentee should be willing to commit to the mentoring process, participate in professional development opportunities, should conduct self-evaluation and assessment to enhance teaching skills. Table 3.4 enabled the researcher to summarise the different roles of a mentee in respect of a mentoring programme to seek support from experienced staff members. They must meet regularly with mentors, be open to recommendations (feedback), participate in in-service training, identify areas where they need assistance, adhere to a school culture of professional collaboration, reflect on their own practice and participate in discussions regarding their progress. The role of a principal in a mentoring programme will be discussed next.

The role of a principal in a mentoring programme

School principals are responsible for the selection of instructional leaders who possess solid knowledge about current learning theories, curriculum, assessment and school organisation and a detailed understanding of the organisational context in which the mentee operates (California County Superintendents Educational Services Association, 2016:16).
The previously mentioned statement is supported by the findings of Chester (2015:22), who outlines that principals need to oversee the matching of mentors and mentees, facilitate the relationship between mentors and mentees by encouraging regular meetings and ensure that they are satisfied with one another’s participation in the mentoring programme. Table 3.5 outlines the role of a principal in a mentoring programme.
Table 3.5 illustrates the role of a principals in a mentoring programme by outlining that he/she should provide structural support, become a part of the mentoring programme, be committed to the mentoring process, and ensure the implementation of the mentoring programme. The outline in Table 3.5 enabled the researcher to do the following, namely to:
• summarise the different roles of a principal to support professional collaboration in the mentoring programme,
• ensure consistency of the programme,
• be involved in the selection of mentors,
• meet regularly with the beginning teacher to gather feedback,
• communicate regularly with school mentors,
• ensure reasonable working conditions for the beginning teacher,
• ensure that the mentor and beginner teacher meet regularly,
• conduct an orientation programme for new teachers and mentors, and
• assign mentors to beginner teachers.
The role of a school in a mentoring programme will be discussed next.

The role of a school in a mentoring programme

Schools need to “find an effective way to transmit the collective wisdom of experienced teachers to the new generation and provide more support for their early years in the classroom” (Superior-Greenstone, 2011:7). According to the California County Superintendents Educational Services Association (2016:6), schools need to review their basic school procedures and policies in order to accommodate the mentoring programme that allows mentees the opportunity to engage in ongoing learning and in-service development. Superior-Greenstone (2011:4) affirms that schools need to develop and implement a mentoring programme that will meet the needs of new teachers. This includes inputs of all role players that are involved in the mentoring programme. Table 3.6 outlines the role of a school in a mentoring programme.
Table 3.6 illustrates the role of a school in a mentoring programme, which outlined that a school needs to provide opportunities for professional development, provide support for both mentors and mentees and ensure the maintenance and evaluation of the mentoring programme. Table 3.6 enabled the researcher to:
• summarise the different roles of a school pertaining to a mentoring programme in order to provide opportunities for on-going staff development to engage in the mentoring programme,
• coordinate professional development opportunities for both the mentor and mentee,
• provide support and encouragement from all role-players,
• provide resources,
• satisfy the needs of mentors and mentees,
• develop an induction programme for beginner teachers,
• conduct annual reviews and evaluations of the mentoring programme in order to ensure the effectiveness of the programme, and
• provide a checklist which allows mentors to track the progress of mentees.
The researcher developed and implemented a checklist at his current school with the support of other SMT members. The checklist enables a mentor teacher to keep track of what new teachers (mentees) have learnt up to date and still need to learn. The checklist has also proven to be a very effective mentoring tool where mentors explain each of the aspects and procedures at the school that mentees need to learn. Table 3.7 is an example of the checklist.
Table 3.7 is an example of a checklist that mentors can use to assist them in identifying their duties and responsibilities on what to cover with their mentees during the duration of the mentoring programme. It is recommended that the mentor review this checklist before the arrival of the beginner teacher so that the mentor will be prepared and know where to start. The benefits of a mentoring programme for mentees, mentors and schools will be discussed next.

The benefits of a mentoring programme for mentees, mentors and schools

Chapter 2 explained the impact of mentoring as a whole (2.3.2.1–2.3.2.7). This section outlines the benefits for mentees, mentors and schools individually.
Mentoring programmes help organisations to facilitate the sharing of knowledge. It is the key in creating teacher commitment, keeping beginner teachers in the profession and reducing teacher turnover (Superior-Greenstone, 2011:4-8). The previously mentioned authors have found that the nature of a mentoring programme is to promote collaborative efforts amongst respondents by means of involvement, which leads to problem-solving, decision-making, teamwork and celebrating successes.

The benefits of a mentoring programme for mentees

Beginning teachers who participate in some form of mentoring are more effective in various aspects of teaching, including: keeping students on task; developing workable lesson plans; using effective student questioning practices; adjusting classroom activities to meet student interests; maintaining a positive classroom atmosphere; and demonstrating successful classroom management (California County Superintendents Educational Services Association, 2016:4-5).
Chester (2015:12) supports the previous statement by stating that the intention of a mentoring programme “is to provide teachers with a systematic structure of support that helps them to be efficacious, become familiar with their school, refine their practice, and to better understand their professional responsibilities”. The previously mentioned statements are a clear indication that a mentoring programme provides beginner teachers with the necessary skills to become an effective member of the teaching community. Table 3.8 outlines the following benefits of a mentoring programme for mentees.
Table 3.8 illustrated the benefits of a mentoring programme for mentees. This allowed me to identify the advantages that beginner teachers would experience when they are enrolled in some form of mentoring programme. The benefits of a mentoring programme for mentors will be discussed next.

The benefits of a mentoring programme for mentors

The involvement of mentors in a mentoring programme provides them with ongoing professional development, opportunities to become recognised as strong educators and leaders, and share their knowledge within their schools (Chester, 2015:18). Superior-Greenstone (2011:5) affirms that mentors too gain from their participation in the mentoring programme. He outlines that mentors receive professional recognition from their mentees and other staff and acquire new ideas from their mentees. Table 3.9 outlines the following benefits of a mentoring programme for mentors.
Table 3.9 illustrated the benefits that a mentor receives when participating in a mentoring programme. It is clear that both mentees and their mentors benefit from their participation in a mentoring programme. The benefits of a mentoring programme for schools will be discussed next.

The benefits of a mentoring programme for schools

The California County Superintendents Educational Services Association (2016:4) has found that mentoring programmes have a positive impact on teacher retention, classroom instruction practices and student achievement. Fountain and Newcomer (2015:485) affirm that mentoring programmes improve teacher retention, increase productivity and promote professional growth amongst staff, which all benefit the whole school. Table 3.10 outlines the following benefits of a mentoring programme for schools.
Table 3.10 illustrates the benefits that a school receives when its implements a mentoring programme. It is clear that learners, staff, school management and the school as a whole benefit from participating in a mentoring programme.

Summary

In this section, the researcher gave a brief overview on why mentoring in education is important and the primary goal of mentoring. He has also addressed the roles and responsibilities of the different role players in a mentoring programme and the benefits that these role players experience when participating in a mentoring programme. This section allowed the researcher to achieve the aim of investigate the characteristics of an effective mentoring programme regarding the benefits of such a mentoring programme. With this in mind, the next section of this chapter will provide a brief outline on how South African schools experience mentoring.

THE CONCEPT OF MENTORING IN SOUTH AFRICAN SCHOOLS

Mukeredzi et al. (2015:1) state, “promoting acquisition of knowledge, skills and competencies through education is necessary for the performance of chosen roles that contribute to national economic and social development” and that “in South Africa, the supply of qualified and competent teachers remains a challenge”. Teachers are therefore an essential resource that contributes to the economy of a country and promotes academic success. Mukeredzi et al. (2015:2) indicate that mentoring is the single most powerful process in promoting competence and quality amongst teachers in South African schools. This statement is supported by Msila (2012:49), who has found that mentoring is “the single most powerful thing that a principal can do to enhance personal survival and effectiveness in any school”. He outlines that South African schools need to realise that mentors are an important part of a school’s resources to address the development of competent teachers that at a school. Msila (2012:49) has found that not many schools in South Africa has formalised nor structured mentoring at their schools and that schools need to have long-term mentoring to promote the professional development of mentees. Msila (2012:48) has found that mentoring is essential for teacher job satisfaction and reduces turnover amongst mentees.
Msila (2012:48) indicates, “mentoring is about one person offering support to another through establishing a relationship and supporting their development, learning and growth”. Mukeredzi et al. (2015:3) outline mentoring as a journey where the mentor guides, nurtures and supports mentee growth through, advising them on shortcomings, appraising on strengths and encouraging them, until they become capable of preparing and delivering effective lessons independently.
The South African Department of Education (2004:8) defines mentoring as a sustained developmental relationship between an experienced person such as a teacher with long service and an inexperienced (newly qualified) teacher, the mentor provides guidance and support to a mentee with a respect to a wide range of knowledge, skills, attitudes and values.
Mentoring facilitates induction into a new profession and career achievement, as well as allows the mentee to acquire new skills and learn how to solve problems. It also supports capacity building within the organisation by providing opportunities for contextualised learning (Department of Education, 2004:25).
The relationship between mentors and mentees at South African schools has been lacking in their work setting. These beginner teachers usually suffer “because they usually do not get the necessary induction into their new position” Msila (2012:48). Mukeredzi et al. (2015:3) indicate,
mentors are expected to assist beginner teachers to understand the structure of subject matter, and to transform it into pedagogical content knowledge, use a variety of instructional methods and materials to teach content, and to think reflectively and critically about their own practice.
Msila (2012:48) outlines that the support a beginner teacher receives from his or her mentor in the form of mentoring would contribute to the retention of beginner teachers at South African schools. The effect that mentor has on a mentees’ lives in their work environment ranges from showing them how to do something to acting as a role model by setting an example of behaviour and conduct (Msila, 2012:49). “Visionary schools for the future will employ many strategies as they strive for quality and mentoring will be one of the strategies employed by conscientious school leaders.” The next section of this chapter will provide a brief outline on how different countries experience mentoring.

GLOBAL PERSPECTIVES OF EFFECTIVE MENTORING IN THE SCHOOL CONTEXT

Introduction

The following section of the theoretical framework looks at how different countries experience mentoring in their schools. By examining mentoring programmes around the world, the researcher found that there are not a lot of information published regarding mentoring programmes from developing countries with the same characteristics than South Africa and thus mentoring programmes of developed countries were utilised for the research. The following countries were selected: Australia, America, Kenya, China and Canada. A brief outline will be given in the form of a table on how these countries experience different aspects regarding teacher mentoring at their schools. This will allow the researcher to examine how these countries manage mentoring at their schools and identify strategies that may be used in the development of an effective mentoring programme. The same information will be drawn from the theoretical framework from each country. The questions that will allow the researcher to investigate the characteristics of an effective mentoring programme will be measured by the following:
• definition of mentoring, perception of mentoring;
• goal of mentoring;
• the role of mentors in the mentoring programme;
• benefits of a mentoring programme on beginner teachers;
• the impact of mentoring on learner performance; and
• benefits of mentoring for the school.

Australia’s perception of beginner teacher mentoring at schools

Whipp and Pengelley (2016:104) indicate that one in six Australian teachers leaves the teaching profession within the first two years of employment. They further state, “access to experienced mentor teachers has potential to prevent new teachers from resigning”. Moss (2010:43) affirms that there is a growing recognition that the likelihood of ongoing support in the form of mentoring will enhance confidence, professional practice, affect teacher retention and promote the professional development of beginner teachers. Beginner teachers are more likely to maintain their motivation and satisfaction as professionals when they are trained, work in a supportive culture, and are professionally developed (Whipp & Pengelley, 2016:104). Table 3.11 outlines how Australia experiences and manages beginner teacher mentoring in their schools.

TABLE OF CONTENTS
DECLARATION
ACKNOWLEDGEMENTS
ABSTRACT
KEY TERMS DESCRIBING THE TOPIC OF A DISSERTATION/THESIS
TABLE OF CONTENTS
TABLES
FIGURES
LIST OF ACRONYMS
CHAPTER 1: INTRODUCTION TO THE STUDY
1.1 INTRODUCTION
1.2 PRELIMINARY LITERATURE STUDY
1.3 THEORETICAL FRAMEWORK
1.4 PROBLEM STATEMENT AND RATIONALE
1.5 AIMS OF THE STUDY
1.6 RESEARCH METHODOLOGY
1.7 VALIDITY AND RELIABILITY OF THE RESEARCH
1.8 ETHICAL CONSIDERATIONS OF MY STUDY
1.9 EXPLANATIONS OF KEY CONCEPTS
1.10 CHAPTER OUTLINE OF MY STUDY
1.11 DELIMITATIONS OF THE STUDY
1.12 LIMITATIONS TO THE STUDY
1.13 SUMMARY
CHAPTER 2: THEORETICAL FRAMEWORK FOR THE STUDY
2.1 INTRODUCTION
2.2 THE CONCEPT OF JOB SATISFACTION IN THE EDUCATION CONTEXT
2.3 THE CONCEPT OF MENTORING IN THE EDUCATION CONTEXT
2.4 SUMMARY
CHAPTER 3: CONCEPTUAL FRAMEWORK
3.1 INTRODUCTION
3.2 THE NATURE OF A MENTORING PROGRAMME IN EDUCATION
3.3 THE CONCEPT OF MENTORING IN SOUTH AFRICAN SCHOOLS
3.4 THE PERCEPTIONS OF EFFECTIVE MENTORING IN THE SCHOOL CONTEXT IN A FEW OTHER COUNTRIES
3.5 MODELS OF MENTORING PROGRAMMES FOR TEACHERS NEW TO THE PROFESSION
3.6 DEVELOPMENT AND IMPLEMENTATION OF THE HUDSON MODEL AS A METHOD TO IMPROVE JOB SATISFACTION AMONG BEGINNER TEACHERS
3.7 CONCLUSION
CHAPTER 4: RESEARCH DESIGN AND METHODOLOGY
4.1 INTRODUCTION
4.2 RESEARCH DESIGN
4.3 POPULATION AND SAMPLING
4.4 INSTRUMENTATION
4.5 PILOT TESTING
4.6 DATA COLLECTION PROCEDURES
4.7 DATA ANALYSIS AND PRESENTATION
4.8 VALIDITY AND RELIABILITY
4.9 ETHICAL CONSIDERATION
4.10 SUMMARY
CHAPTER 5: PRESENTATION, ANALYSIS AND INTERPRETATION OF THE QUANTITATIVE RESEARCH DATA
5.1 INTRODUCTION
5.2 THE RELATIONSHIP BETWEEN THE RESEARCHER AND THE SUBJECTS
5.3 DATA COLLECTION
5.4 THE RESEARCH SAMPLE
5.5 DESCRIPTIVE STATISTICS
5.6 FACTOR ANALYSIS OF THE VARIOUS SECTIONS OF THE QUESTIONNAIRE
5.7 CORRELATION BETWEEN THE VARIOUS FACTORS
5.8 COMPARING TWO INDEPENDENT GROUPS ON THE CRITICAL ASPECTS FACTOR (FJ1.0)
5.9 COMPARING THREE OF THE MORE INDEPENDENT GROUPS ON THE CRITICAL ASPECTS FACTOR (FJ1.0)
5.10 ANALYSIS OF THE JOB DISSATISFACTION FACTOR (FB1.0) WITH THE INDEPENDENT GROUPS
5.11 ANALYSIS OF SECTION J OF THE QUESTIONNAIRE
5.12 ANALYSIS OF SECTION K OF THE QUESTIONNAIRE
5.13 ANALYSIS OF SECTION L OF THE QUESTIONNAIRE
5.14 SYNTHESIS OF QUANTITATIVE FINDINGS
5.15 CONCLUSION
CHAPTER 6: SUMMARY, FINDINGS, RECOMMENDATIONS AND CONCLUSIONS TO THE STUDY
6.1 INTRODUCTION
6.2 SUMMARY OF THE STUDY
6.3 FINDINGS FROM THE STUDY
6.4 RECOMMENDATIONS FROM THE STUDY
6.5 CONTRIBUTION AND MAIN OUTCOMES OF THE STUDY
6.6 AVENUES FOR FURTHER RESEARCH
6.7 LIMITATIONS OF THE STUDY
6.8 CONCLUDING REMARKS
REFERENCES
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