How Does Mentoring Affect Self-Efficacy?: An Investigation on Turkish Principals

Yıl 2023, Cilt: 10 Sayı: 3, 573 - 588, 30.12.2023

Duran Mavi , Hakan Topaloğlu , Oya Uslu Çetin , Gamze Tuti

https://doi.org/10.30900/kafkasegt.1312893

Öz

Mentoring is one of the professional development tools supporting school principals. Thanks to mentoring, principals can overcome the problems they confront and meet the expectations of different stakeholders. Thus, principals are able to perform more effectively in schools. Mentoring has become a formal process for principals in various countries for a long time. Moreover, several researchers from different countries focus on the various impacts of mentoring on principals. One of these is the self-efficacy of principals. Mentoring has the potential to enhance the principals' self-efficacy. However, it is difficult to note that mentoring and its influence on principals' self-efficacy have been analyzed thoroughly. In this context, this phenomenological study aims to overcome the current inadequacy. The study data was collected based on criterion and snowball sampling from eight principals working in Kahramanmaraş province. MAXQDA 2020 was utilized for data analysis. The results revealed that mentoring plays a critical role in the self-efficacy beliefs of principals. In other words, it develops principals' managerial, instructional, and ethical competencies. This finding significantly contributes to the literature on principals' professional development, professional learning, and self-efficacy. Several suggestions have been offered for policymakers and researchers about the formalization of mentoring and the details of its implementation.

Anahtar Kelimeler

Mentroing, principal, self-efficacy, Türkiye

Mentorluk Özyeterliği Nasıl Etkiler?: Türk Okul Müdürleri Üzerine Bir İnceleme

Öz

Mentorluk, okul müdürlerini destekleyen mesleki gelişim araçlarından biridir. Mentorluk sayesinde müdürler karşılaştıkları sorunların üstesinden gelebilir ve beklentileri karşılayabilirler. Böylece müdürler okullarda daha etkili bir performans sergileyebilmektedir. Mentorluk pek ülkede müdürler için bir resmi süreç haline gelmiştir. Dahası, farklı ülkelerden birçok araştırmacı mentorluğun müdürler üzerindeki çeşitli etkilerine odaklanmış durumdadır. Bunlardan biri müdürün özyeterliğidir. Mentorluk, müdürlerin öz yeterliliklerini artırma potansiyeline sahiptir. Bununla birlikte, mentorluğun ve mentorluğun müdürlerin özyeterlilikleri üzerindeki etkilerinin kapsamlı bir şekilde analiz edildiğini söylemek zordur. Bu bağlamda, bu fenomenolojik çalışma mevcut yetersizliğin üstesinden gelmeyi amaçlamaktadır. Araştırmanın verileri Kahramanmaraş’ta görev yapan ve ölçüt ve kartopu örneklemeyle tespit edilen sekiz okul müdüründen toplanmıştır. Verilerin analizi için MAXQDA 2020 kullanılmıştır. Sonuçlar, mentorluğun müdürlerin özyeterlik inançlarında kritik bir rol oynadığını ortaya koymuştur. Başka bir deyişle mentorluk müdürlerin yönetsel, öğretimsel ve etik yetkinlikleri desteklemektedir. Bu bulgu, müdürlerin mesleki gelişimleri, mesleki öğrenmeleri ve özyeterlilikleri hakkındaki literatüre önemli bir katkı sunmaktadır. Mentorluğun resmileştirilmesi ve uygulama ayrıntıları konusunda politika yapıcılar ve araştırmacılar için çeşitli öneriler sunulmuştur.

Anahtar Kelimeler

Mentorluk, okul müdürü, özyeterlik, Türkiye

Kaynakça

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