The Relevance and Promise of Relational Mentoring for School Leadership: A Conversation

• In Event: 52.022 - Issues in "Middle Space" School Leadership: Creating an Agenda for Assistant Principal Research

Abstract

Purpose
Studies portray the assistant principal (AP) position as challenging with systemic issues negatively impacting job satisfaction and performance (Armstrong, 2010; Bastian & Henry, 2015). Mentoring has been proposed as a way to redress these problems (Gurley et al., 2015). The paper illuminates Relational Cultural Theory’s (RCT) (Fletcher & Ragins, 2007) approach to mentoring as an alternative to traditional mentoring in schools and makes recommendations to advance the professional development of APs.
Theoretical Framework
The paper examines shifts in the literature that provide the foundation for RCT’s three tenets of interdependent self-in-relation, growth-fostering interactions, and an exploration of systemic power. Discussed changes include increased attention to mentoring as an ongoing process (Enerson, 2001), its interpersonal and psychosocial dimensions (Kram, 1985; Ragins & Cotton, 1999), and the benefits of mentoring for mentors and protégés (Mullen, 2005).
Mode of Inquiry
The study is descriptive and interpretive as the authors define the three tenets of relational mentoring and examine their relevance for mentoring school leaders. The format is retrospective and conversational since incidents and interactions from the professional experiences of each author are shared. Following Chase’s (2003) guidance, the narration from which excerpts were drawn was formed by “listening for gaps, silences, or contradictions, and reiterating the invitation through questions that encouraged fuller narration of the complexities” (p. 289).
Data Sources
[Researcher name] studies practices that support development of protégés and mentors. [Researcher name] has 16 years as an elementary and middle school principal and now is a university faculty member. [Researcher name] works with [Researcher name] in the same preparation program and has been a professor for 16 years. [Researcher name] was a doctoral student of [Researcher name] and has held the role of middle school AP for two years, before which she was a dean of students for six years. The procedures we used expose our findings to several limitations including inaccuracies in recall (Cooper et al., 1978), reliance on a single method (Creswell, 2003), and hindsight bias (Hawkins & Hastie, 1990). We recognize and addressed the constraints to reduce their threat (Merriam, 2009).
Findings
The narrative exposes the ambiguity of school leadership and its toll, as well as how relational mentoring facilitates integration and making sense of challenging experiences for improved coping. Barriers in communication are described and ways relational mentoring addresses these weaknesses by building trust, recognizing the expertise of mentor and protégé, and encouraging protégé empowerment and judgment. The qualities of relational mentoring are not an ideal but rather principles that garner reflective practice and appreciation for differences. RCT tenets are shown to promote effective mentoring of both aspiring leaders and their mentors.
Scholarly Significance
The authors describe using RCT in a new context. Relational mentoring provides a robust model for helping APs socialize and adapt to their role quickly, becoming more effective school leaders. The insights and guidance for APs, principals, principal interns, and leadership preparation faculty supports the fullest preparation of the next generation of school leaders equipped with the desired competences and experiences to transform schools.

Authors

• Kathleen Mary Cowin, Washington State University - Tri-Cities

• Gordon S. Gates, Washington State University

• Kathleen A. Luckett, Loudoun County Public Schools