A conceptual framework for mentoring of educational leaders in the professional development of primary school teachers

Document Type : Research Paper

Authors

1 Ph.D. Student in Educational Administration, Department of Educational Administration and Human Resources Development, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad Mashhad, Iran.

2 Department of Education, Ferdowsi University of Mashhad, Iran

Abstract

The present research has been conducted with the aim of providing a framework for the use of mentoring by the heads of educational groups in the professional development of primary school teachers in Qaynat city.The approach of the current research is a qualitative approach and the method used is the systematic method of grounded theory. The the participants were selected using purposeful sampling and criteria-based method. Data were collected through semi-structured interviews with 7 people from educational leaders, 9 elementary teachers and 5 educational managers, and in order to analyze the data, coding was done in three stages: open coding, central coding, and selective coding was done. The findings of the research provide a framework that expresses the causal conditions (need for continuous improvement, need to share experiences, compliance with the changes governing the organization), contextual conditions (environmental conditions suitable for implementing mentoring, organizational support and professional conditions), intervening conditions (educational, social, technical, economic and cultural dimensions), strategies (sharing ideas and opinions, presence of a mentor in festivals, classes and workshops) educational activities) and outcomes (increasing professional competences, increasing job satisfaction, expanding effective communication, improving status).

Keywords

References

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