This study represents a qualitative inquiry into how people are informing, understanding and practising alternative mentoring models as well as what a living contemporary mentoring model for school administrators can look like in a school district organization. This project seeks to provide insight into promising contemporary mentoring practice in order to improve the quality of school administrator mentoring programmes. Multiple forms and levels of data were collected for this project including provincial, school-district level and individualized interviews and observation. Much of the data comes from interviews with twelve school administrators (mentees) as well as the programme developer, current programme coordinator and current mentors.
Through use of case study and social cartography methods this report uses multiple data sources to identify and categorize a ‘hybrid mentoring’ model that blends a strong bond with a personal formal mentor within a network of informal situational and transformation mentoring relationships. Compilation of mentee network diagrams portrays a theoretical mentoring network incorporating dynamic and diverse mentoring relationships. This case study also identifies that contemporary programmes can be designed to address and minimize inappropriate power and organizational aspects of the classic model criticized from feminist and organizational theory perspectives. Furthermore examples in this case study suggest the organizational climate, in particular leadership discontinuity, is a factor to consider in pre-programme development assessment activities. / Graduate
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3430 |
| Date | 28 July 2011 |
| Creators | Hoban, Robert |
| Contributors | Clover, Darlene E., McGregor, Catherine |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
Page generated in 0.0023 seconds