scholarly journals Judgementoring and how to avert it: introducing ONSIDE Mentoring for beginning teachers

2016 ◽  
Vol 5 (2) ◽  
pp. 87-110 ◽  
Author(s):  
Andrew J. Hobson
Keyword(s):  
Beginning Teachers ◽  
Professional Learning ◽  
Empirical Studies ◽  
Well Being ◽  
Early Career ◽  
Original Research ◽  
Full Potential ◽  
Content Type ◽  
College Leaders ◽  
Beginner Teachers

Purpose – The purpose of this paper is twofold: first, to extend existing knowledge on the nature, reach, causes and consequences of judgementoring; second, to present a new framework for mentoring beginner teachers that has the potential to forestall and combat judgementoring, and enable the full potential of institution-based mentoring to be realised. Design/methodology/approach – The paper draws on a thematic analysis of: previously published findings from three empirical studies undertaken between 2003 and 2015; new data from two empirical studies undertaken between 2012 and 2016; and recent literature (2013-2016) on judgementoring. Findings – The paper provides further evidence of the nature, reach, causes and consequences of judgementoring as a national and international phenomenon. In doing so, it extends previous knowledge about the conditions that enhance or detract from the successful enactment of beginner teacher mentoring. Practical implications – The findings presented have implications for the work of education policymakers, school and college leaders, mentor trainers, mentors and others concerned with enhancing mentorship and effectively supporting the professional learning, development and well-being of beginning teachers. Originality/value – The paper presents ONSIDE Mentoring as an original, research-informed framework for mentoring beginner teachers. The framework may also be applicable to other contexts, especially for the mentoring of early career professionals.

The impact of mentoring on the Canadian early career teachers’ well-being

2019 ◽  
Vol 8 (4) ◽  
pp. 285-309 ◽  
Author(s):  
Benjamin Kutsyuruba ◽  
Lorraine Godden ◽  
John Bosica
Keyword(s):  
Beginning Teachers ◽  
Well Being ◽  
Teaching Profession ◽  
Early Career ◽  
Publicly Funded ◽  
Early Career Teachers ◽  
Content Type ◽  
Career Teachers ◽  
K 12 ◽  
The Impact

Purpose The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian Teacher Induction Survey (n=1,343) that examined perceptions and experiences of ECTs within K–12 publicly funded schools, with particular interest in retention, career interests and the impact of mentoring on well-being. Design/methodology/approach An online survey was used to examine perceptions and experiences of ECTs within publicly funded K–12 schools across Canada. For this paper, the authors selectively analyzed 35 survey questions that pertained to mentorship and well-being of ECTs, using quantitative and qualitative procedures. Findings The findings revealed a strong correlation between the mentoring experiences and well-being of the participating Canadian ECTs. The teachers who did not receive mentorship indicated significantly lower feelings of well-being, and conversely, teachers who participated in some kind of mentorship demonstrated much higher levels of well-being. Research limitations/implications This paper draws on the selective analysis of the data from a larger study to elicit the connections between the mentoring support and perceived well-being. Due to inconsistencies in terminology and multifaceted offerings of induction and mentoring supports for ECTs across Canada, there might have been some ambiguity regarding the formal and informal mentorship supports. A longitudinal study that is designed to specifically examine the connection between the mentorship and well-being of ECTs could yield deeper understandings. A comparative study in different international contexts is commended. Practical implications The findings showed that the ECTs who did not receive any mentorship scored significantly lower feelings of well-being from external, structural, and internal well-being sources, and conversely, the ECTs who participated in some kind of mentorship scored much higher levels of feelings of well-being. Policy-makers should therefore continue to confidently include mentorship as an intentional strategy to support and help ECTs to flourish. However, inconsistent scoring between individuals and their levels of external, structural and internal well-being suggest that more research on the connection between mentoring and well-being of the ECTs. Social implications Work-life imbalance seems to be more challenging for ECTs than policymakers who provide these expectations are aware. Therefore, excessive work demands and intensive workloads need to be given proper attention for their potential negative effects (such as stress, burnout and absence) on the beginning teachers’ health and well-being. Likewise, purposeful strength-based approaches should be undertaken to establish generative and pro-social efforts to enhance the connectedness, collaboration, collegiality and resilience-building opportunities for novice professionals within flourishing learning communities. Originality/value In this paper, the authors have undertaken the first steps in exploring the impact that mentoring has on Canadian ECTs’ well-being. The study increases the understanding of how mentoring can be used as a purposeful strategy to support the well-being of ECTs and retain them in the teaching profession in Canada and potentially in different international contexts.

Challenges and complexities of developing mentors’ practice: insights from new mentors

2018 ◽  
Vol 7 (4) ◽  
pp. 329-342 ◽  
Author(s):  
Wendy Gardiner ◽  
Nina Weisling
Keyword(s):  
Professional Learning ◽  
Early Career ◽  
Primary Data ◽  
First Year ◽  
Content Type ◽  
Individual Interviews ◽  
Sense Of Efficacy ◽  
Teachers And Students ◽  
Axial Coding ◽  
Complex Relationships

Purpose Induction mentoring for early career teachers is a complex practice, requiring knowledge and skills distinct from teaching. However, more is known anecdotally than empirically about the challenges new mentors face and the type of support they need as they transition from teacher to induction mentor. The paper aims to discuss these issues. Design/methodology/approach This qualitative study investigated how nine first-year mentors developed, conceptualized and enacted their mentoring practice by asking, what supports/inhibits new mentors’ professional learning and practice? Are there patterns of struggle/challenge that new mentors face? Primary data sources included three 45–60-minute structured, individual interviews across each mentor’s first year. Data analysis was inductive, involving open and axial coding. Findings Mentors struggled to navigate multiple complex relationships with administrators, teachers and students. The quality of these relationships impacted their sense of efficacy and mentoring ability. Despite receiving what mentors perceived as effective professional development (PD), all mentors found it difficult to apply knowledge in practice. Mentors also experienced a steep and varied learning curve and identified supports that enhanced their knowledge and situated application of new teacher-centered mentoring. Originality/value Despite increases in mentoring programs, there is a lack of research addressing new mentors’ needs and development. This study makes a contribution by identifying new mentors’ needs and challenges and by providing recommendations for situated, responsive, and ongoing PD.

The devil is in the detail: Bourdieu and teachers’ early career learning

2017 ◽  
Vol 6 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Jane Kirkby ◽  
Julianne Moss ◽  
Sally Godinho
Keyword(s):  
Beginning Teachers ◽  
Research Question ◽  
Professional Knowledge ◽  
Early Career ◽  
Cultural Learning ◽  
Small Scale ◽  
Cultural Reproduction ◽  
Analysis Tool ◽  
Content Type ◽  
The Social

Purpose The purpose of this paper is to present how the social learning theory of Bourdieu (1990; Bourdieu and Passeron, 1990) can be a valuable tool to investigate mentoring relationships of beginning teachers with their more experienced colleagues. Bourdieu’s work provides a lens to magnify the social exchanges that occur during the mentoring relationship, so that what tends to be hidden in the “logic of practice” (Bourdieu, 1990) is drawn into view. The paper shows how the mentor is ascribed power that enables domination, and how this tends to result in cultural reproduction. A case study is used to identify aspects of social and cultural learning that demonstrate this process. Design/methodology/approach The paper draws on a year-long narrative inquiry of beginning secondary teachers’ mentoring experiences in the state of Victoria, Australia. The data were generated through in-depth interviews and participants’ diary entries to answer the research question “What personal, professional knowledge is developed through beginning teachers’ early experiences with induction and mentoring?” Findings The researcher found that attention to minutiae of mentor/mentee interactions can suggest how symbolic violence shapes personal, professional knowledge. Research limitations/implications This small-scale study has some limitations. However, as an illustration of organisational learning, with strong connections to Bourdieu’s theoretical work, it can provide some illuminating insights into how policy can be enacted at the micro-level. In particular, there are implications for how mentor teachers engage in their roles and understand the potential impact of their interactions with beginning teachers. Originality/value This study applies Bourdieu’s framework of cultural reproduction as an analysis tool for a qualitative study of the mentoring of beginning teachers.

School-Based Professional Development Programs for Beginning Teachers

2019 ◽  
Author(s):  
Joanna Madalińska-Michalak
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Professional Education ◽  
Early Career ◽  
Learning And Development ◽  
Quality Teachers ◽  
High Quality ◽  
School Based

School-based professional development for beginning teachers must be seen as a dynamic identity and decision-making process. Teachers as lifelong learners from the beginning of their career should be able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and the needs of their schools and pupils. Teacher individual professional learning is necessary but not sufficient for sustainable change within groups in school and within school as an organization. It is helpful to consider three elements. First, note the importance to schools of recruiting and developing high-quality teachers. Teachers are among the most significant factors in children’s learning and the quality school education, and the questions why and how teachers matter and how teacher quality and quality teacher education should be perceived require serious considerations from academics, policymakers, and practitioners. Second, understand teacher education as career-long education, and problematize the issue of teachers and coherent professional development within schools, asking key questions including the following: “how do schools create effective opportunities for teachers to learn and develop?” Third, focus on the particular journey and the needs of beginning teachers because their early career learning and development will have an impact on retention of high-quality teachers. It is important that coherent lifelong professional education for teachers is planned and implemented at the level of education systems, individual schools, teaching teams, and individual teachers.

Doing good at a nonprofit tourist attraction

2014 ◽  
Vol 8 (1) ◽  
pp. 74-91 ◽  
Author(s):  
Anna Karin Olsson ◽  
Martin Gellerstedt
Keyword(s):  
Empirical Studies ◽  
Customer Relationships ◽  
Full Potential ◽  
Tourist Attraction ◽  
Chi Square ◽  
Content Type ◽  
Non Profit ◽  
Relationship Context ◽  
Strategic Resources ◽  
Good For

Purpose – The purpose of this paper is to contribute to the growing field of membership research by applying a relationship marketing perspective on members in tourism settings. Focus is on exploring why consumers are members (motivational dimensions) and how motivations are related to member behaviours (retention, participation and co-creation), and to member demographics (gender, age, distance between the member's home and the supported organization). Design/methodology/approach – A survey was conducted among members of a nonprofit tourist attraction (n=755). Classical chi-square tests, t-tests and multivariate analysis using logistic regression were used to analyze data and to test eight hypotheses on member demographics, member motivations and member behaviours. Findings – Findings show that among the three motivational dimensions, altruism, i.e. doing good for others, was the strongest motive, followed by self-interest, i.e. doing good for yourself, and then the social motive, i.e. doing good with others, which scored lowest. Furthermore, findings show that gender, age and distance were significantly related to member motivations and member behaviours. Member behaviours were significantly related to motivations. Research limitations/implications – This study was conducted at a single nonprofit tourist attraction. However, it provides insights into different motivational dimensions for why people pay to become members and what kind of member behaviour they demonstrate. This topic calls for further research to explore the complex membership phenomenon such as extending this study by identifying member motives and behaviour in other contexts. Practical implications – This explorative study of members of a nonprofit tourist attraction contributes insights into why consumers are members (motivational dimensions), how motivations are related to member behaviours in a membership relationship context, and how member demographics are related to motivations and behaviours. Findings have implications for membership managers and the development of memberships in terms of giving a deeper insight into members as consumers in order to develop memberships as strategic resources and hence use the full potential of memberships especially vital to non-profit organizations. Several aspects of memberships are discussed that may inspire the development of member offerings. The present study contributes to the developing field of membership research as it is a response to the calls for more empirical studies of members to develop an integrated understanding of motivations of memberships. Furthermore it contributes with research of co-creation in customer relationships linking the co-creation concept to research of members in tourism settings. Originality/value – This study contributes to the developing field of membership research and furthermore gives insights into consumer motivations and behaviours that may inspire development of innovative and competitive membership offerings building membership relationships in tourism settings.

Sources and categories of well-being: a systematic review and research agenda

2020 ◽  
Vol 31 (1) ◽  
pp. 1-33
Author(s):  
Arafat Rahman
Keyword(s):  
Systematic Review ◽  
Research Agenda ◽  
Empirical Studies ◽  
Well Being ◽  
Service Research ◽  
Future Research ◽  
Unified Framework ◽  
Content Type ◽  
Future Research Agenda ◽  
Subjective Appraisals

PurposeThe purpose of this paper is to identify the sources and categories of well-being from the transformative service research (TSR) domain. The paper also aims to offer a unified framework of sources and categories of well-being and several future research agenda.Design/methodology/approachA systematic literature review method is applied to address the study aims. A three-phase approach has been applied, which produced a total of 70 peer-reviewed empirical studies for the review.FindingsThe analysis has identified five major sources and their underlying sub-sources of well-being. The major sources are organization-, individual-, collective-, service system-, and situation-driven sources. The findings further identified two major categories or well-being showing the capacity and functioning, and subjective appraisals of life conditions. The identified sources and categories of well-being develop a unified framework showing a simplistic path or relations between the sources and the categories.Research limitations/implicationsThe paper offers several research agenda explaining what source-related issues can be addressed for enhancing well-being for various entities. It also adds a proposed schema and research questions for examining the possible relations and influences between the sources of well-being and social well-being of individuals.Practical implicationsPractitioners can get important insights about the matters over which they have little or no control such as the activities, motives and processes that take place in individuals' and collectives' spheres and mechanisms of supports in social networks.Originality/valueThe paper is the first to offer a systematic review on the empirical studies of the TSR domain identifying a comprehensive list of sources and categories of well-being and a resulting unified framework and research agenda.

Empowerment through induction: supporting the well-being of beginning teachers

2019 ◽  
Vol 9 (1) ◽  
pp. 52-70
Author(s):  
Chris Wilcoxen ◽  
Julie Bell ◽  
Amanda Steiner
Keyword(s):  
Beginning Teachers ◽  
Well Being ◽  
Future Research ◽  
First Year ◽  
Induction Programs ◽  
Leadership Roles ◽  
Content Type ◽  
Project Impact ◽  
Qualitative Thematic Analysis ◽  
First Year Teacher

Purpose The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt empowered and supported in their well-being through mentoring and coaching. Design/methodology/approach Surveys about CADRE Project impact were e-mailed to 675 current and former participants. Out of 438 surveys returned, researchers used homogeneous sampling to identify 341 teacher respondents. Researchers used qualitative thematic analysis to determine ways teachers felt supported. Findings Coaching and mentoring supported CADRE Project participants’ well-being through empowerment (theme). Sub-themes included: growth, collaboration, networking, improvement and resources. Research limitations/implications Possibilities for future research include exploring the role of mentors/coaches, tracking teachers’ leadership roles and investigating the link between induction and teacher retention in more detail. Practical implications Opportunities for growth and collaboration are cornerstones of first-year teacher support. These support systems can lead to a sense of belonging, develop a mindset for continuous improvement and create long-term networking opportunities. The support teachers need to empower them and maintain their well-being changes with each first-year teacher phase. Originality/value Few studies exist on induction programs with the longevity of the CADRE Project. The high survey response rate with overwhelmingly positive responses suggests that CADRE is unique in its support of beginning teachers’ well-being through the first-year teacher phases, specifically due to the combination of mentoring and coaching beginning teachers receive.

Not a solo ride: co-constructed peer mentoring for early-career educational leadership faculty

2019 ◽  
Vol 8 (4) ◽  
pp. 361-377 ◽  
Author(s):  
Benterah C. Morton ◽  
Elizabeth Gil
Keyword(s):  
Educational Leadership ◽  
Faculty Development ◽  
Peer Mentoring ◽  
Well Being ◽  
Early Career ◽  
Mentoring Programs ◽  
Content Type ◽  
Underrepresented Groups ◽  
Early Career Faculty ◽  
Mentoring Model

PurposeThe purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.Design/methodology/approachThis qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.FindingsFaculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.Practical implicationsThe model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.Originality/valueThis peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

Gender, women, and the future of tobacco control

2020 ◽  
Vol 20 (3) ◽  
pp. 249-262
Author(s):  
Alexandra Solomon
Keyword(s):  
Global Health ◽  
Tobacco Control ◽  
Tobacco Use ◽  
Empirical Studies ◽  
Policy Research ◽  
Control Policy ◽  
Well Being ◽  
Sex And Gender ◽  
Structural Barriers ◽  
Content Type

Purpose This paper aims to provide a gendered analysis of the WHO Framework Convention on Tobacco Control (FCTC) benchmarked upon the global commitments to women’s health and well-being in the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and the Beijing Declaration and Platform for Action. It reviews evidence of the global consequences of neglecting women’s tobacco use and health, as well as analyzes persistent issues related to sex and gender that compromise the efficacy of tobacco control and science. Actionable recommendations are made to the Conference of the Parties to the FCTC and other key stakeholders. Design/methodology/approach This paper draws upon empirical studies, literature reviews and global health data at the varying intersections of gender, sex, tobacco and global health. Findings The global tobacco control framework and its implementation by state governments have been largely gender blind to date with dire health and economic consequences, including inequitable positive outcomes for men compared to women, and an increase in women’s smoking with associated morbidity and mortality. Gender equitable progress in combatting the tobacco epidemic will not be possible without resolving the gender bias, stigmatization, sexism and lack of intersectionality that plague tobacco control policy, research and interventions for cessation and harm reduction. Originality/value This paper provides an updated global overview of current trends in women’s tobacco use and comprehensively details the persistent structural barriers in tobacco control and science that limit their capacity to effectively analyze and address tobacco use and its impact on women.

The role of loyalty programs in healthcare service ecosystems

2017 ◽  
Vol 29 (6) ◽  
pp. 899-919 ◽  
Author(s):  
Vusal Gambarov ◽  
Debora Sarno ◽  
Xhimi Hysa ◽  
Mario Calabrese ◽  
Alberto Bilotta
Keyword(s):  
Service Quality ◽  
Healthcare Service ◽  
Empirical Studies ◽  
Relevant Literature ◽  
Well Being ◽  
Loyalty Programs ◽  
Content Type ◽  
Service Ecosystems ◽  
Service Ecosystem

Purpose The purpose of this paper is to investigate the role of patient loyalty programs in healthcare environment, generally considered as a way to engage patients and potentially increase the perception of service quality of healthcare systems, but not systematically analyzed at the state of the art. Design/methodology/approach The Service Dominant logic and, in particular, the service ecosystem construct are adopted and integrated with relevant literature references and empirical studies on a sample of patients. Loyalty programs are interpreted as institutions coordinating actors of the healthcare service ecosystem. Findings A conceptual model linking loyalty programs to patients and healthcare providers’ co-creation practices, engagement, satisfaction, trust, and perception of service quality is build and explained based on literature and a case study, finding that loyalty programs can strengthen the adaptability and the well-being of a healthcare service ecosystem. Practical implications This contribution can have a significant impact on the design of new and the evolution of current healthcare service ecosystem, providing interesting insights to practitioners on the topic of loyalty programs, both for their development and their benefits. Originality/value The paper revised previous healthcare service ecosystems and highlights the role of the loyalty program institution at each level and between levels of the ecosystem.

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