Empowering Tomorrow's Leaders: Unveiling the Impact of Virtual Mentoring and Coaching on Instructional Leadership Preparation Through the Eyes of Mentors and Mentees

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: AI and Virtual Mentoring (Table 39)

Abstract

In this qualitative study, we investigated the perceptions of 56 bilingual teachers attending a university principal preparation program (PPP) and two leadership mentors about virtual mentoring and coaching (VMC) embedded in the PPP. Semi-structured interviews were conducted in addition to conducing content analysis of the mentors’ reflections. Findings indicated that the mentors structured the VMC with a focus on advancing teachers’ leadership instructional capacities. The VMC provided both the principal candidates and the mentors with the professional advancement and the emotional support. The two mentors were flexible to make modifications in their mentoring to address any unexpected needs or requested from the teachers. Teachers perceived VMC as a scaffolding professional assistance that helped them better progress in their PPPs.

Authors

• Nahed Abdelrahman, The University of Southern Mississippi

• Beverly J. Irby, Texas A&M University

• Hamada Elfarargy, South Dakota State University

• Frederick C. Lunenburg, Sam Houston State University

• Rafael Lara-Alecio, Texas A&M University

• Fuhui Tong, Texas A&M University