Role of Mentoring Practices in Evolving Teacher Leadership, Professional Vision, and Identity

• In Event: Roundtable Session 9
  In Roundtable Session: Teacher Leadership and Teacher Agency

Abstract

Mentoring, as one of the formal teacher leadership roles, creates a space for teachers to display their leadership potential as it indirectly brings value to the school community (Ensher & Murphy, 2006). The purpose of this qualitative case study is to examine mentor teachers’ perceptions whether they transfer their evolving mentoring skills into other leadership practices. The participants entail three experienced secondary physics and chemistry teachers [Master Teaching Fellows (MTFs)]. The data obtained from interviews with the MTFs and archival data from the leadership program and analyzed using multiple coding methods. It is expected that the results provide practical suggestions to mentors and the PD developers for fruitful formation of effective mentoring and leading skills to be influencing other teachers.

Author

• Tugce Gul, Georgia State University