Le mentorat dans les programmes de formation des chefs d’établissement : une revue de la littérature
Barre latérale de l'article
Contenu principal de l'article
Résumé
INTRODUCTION. Le mentorat est l’un des systèmes les plus efficaces pour développer le leadership dans les chefs d’établissement. À ce jour, les publications se concentrent sur des aspects spécifiques du mentorat. Cette étude vise à effectuer une revue de la littérature sur le mentorat des chefs d’établissement, offrant une vue systémique qui comprend les données des revues précédentes, les contributions des dernières recherches et un cadre pour intégrer le mentorat dans les programmes de formation en gestion. Deux objectifs guident le développement de cette recherche: 1) effectuer une analyse descriptive de la bibliographie (évolution, localisation, type d’études) et (2) analyser les facteurs qui influencent son efficacité (conditions d’un bon encadrement, difficultés et bénéfices). MÉTHODE. Une revue de la littérature est réalisée suivant les modalités définies à ce propos. La recherche est effectuée dans les bases de données Web of Science et SCOPUS, en utilisant le terme « educational mentoring » comme équation de recherche, et comme critère d’inclusion les publications académiques faisant référence au mentorat éducatif publiées entre 2000 et 2020. RÉSULTATS ET DISCUSSION. 290 références liées au mentorat pédagogique ont été obtenues, dont 114 documents (39 %) font référence au mentorat auprès des chefs d’établissement. L’échantillon final après sélection se compose de 48 articles sur le mentorat de chefs d’établissement. Les références sont analysées en profondeur, montrant une augmentation des études sur le mentorat de chefs d’établissement à partir de 2010, notamment dans les pays anglo-saxons au moyen de recherches qualitatives. L’analyse indique que les dispositifs d’accompagnement des chefs d’établissement ont été fortement renforcés dans de nombreuses régions du monde, ils ont augmenté leur pourcentage d’importance par rapport à d’autres types de mentorat et ils sont un élément clé dans les programmes de formation en gestion. Une analyse de l’impact du mentorat dans les participants à la formation et quelques recommandations pour l’inclure dans les programmes de formation en gestion sont inclus dans notre article.
Téléchargements
Renseignements sur l'article
Références
Aravena, F. (2018). Mentoring novice school principals in Chile: what do mentors learn? International Journal of Mentoring and Coaching in Education, 7(3), 219-230. https://doi.org/10.1108/IJMCE-01-2018-0002
Bakioglu, A., Hacifazlioglu, O. y Ozcan, K. (2010). The influence of trust in principals’ mentoring experiences across different career phases. Teachers and Teaching: Theory and Practice, 16(2), 245-258. http://dx.doi.org/10.1080/13540600903478482
Browne-Ferrigno, T. y Muth, R. (2006). Leadership mentoring and situated learning: catalysts for principalship readiness and lifelong mentoring. Mentoring and Tutoring: Partnership in Learning, 14(3), 275-295. https://doi.org/10.1080/13611260600635530
Burstein, A. B. y Kohn, E. (2017). What makes a good school leadership program? A qualitative study of the Lookstein Center Educational Leadership Advancement Initiative (ELAI). Journal of Jewish Education, 83(2), 109-132. https://doi.org/10.1080/15244113.2017.1307052
Bush, T. (2012). International perspectives on leadership development: making a difference. Professional Development in Education, 38(4), 663-678. https://doi.org/10.1080/19415257.2012.660701
Bush, T. (2018). Preparation and induction for school principals: global perspectives. Management in Education, 32(2), 66-71. https://doi.org/10.1177/0892020618761805
Casavant, M. D. y Cherkowski, S. (2001). Effective leadership: bringing mentoring and creativity to the principalship. NASSP Bulletin, 85(624), 71-81. https://doi.org/10.1177/019263650108562409
Clayton, J. K., Sanzo, K. L. y Myran, S. (2013). Understanding mentoring in leadership development: perspectives of district administrators and aspiring leaders. Journal of Research on Leadership Education, 8(1), 77-96. https://doi.org/10.1177/1942775112464959
Clayton, J. K. y Thessin, R. A. (2017). Voices of educational administration internship mentors. Mentoring and Tutoring: Partnership in Learning, 25(3), 291-308. https://doi.org/10.1080/13611267.2017.1364836
Creasap, S. A., Peters, A. L. y Uline, C. L. (2005). The effects of guided reflection on educational leadership practice: mentoring and portfolio writing as a means to transformative learning for early career principals. Journal of School Leadership, 15(4), 352. https://doi.org/10.1177/105268460501500401
Cuellar-Becerra, C., González-Vallejos, M. P., Espinosa-Aguirre, M. J. y Cheung, R. (2019). Good mentor and good mentoring according to the actors of induction programs for Chilean novice principals. Psicoperspectivas, 18(2). https://doi.org/10.5027/psicoperspectivas-Vol18-Issue2-fulltext-1543
Daresh, J. C. y Playko, M. A. (1992). Mentoring for headteachers: a review of major issues. School Organisation, 12(2), 145-152. https://doi.org/10.1080/0260136920120203
Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T. y Cohen, C. (2007). Preparing school leaders for a changing world: lessons from exemplary leadership development program. Stanford University, Stanford Educational Leadership Institute.
Dawson, P. (2014). Beyond a definition: toward a framework for designing and specifying mentoring models. Educational Researcher, 43(3), 137-145. https://doi.org/10.3102/0013189X14528751
De Bruyn, N. y Mestry, R. (2020). Voices of resilience: female school principals, leadership skills, and decision-making techniques. South African Journal of Education, 40(3), 1-9. https://doi.org/10.15700/201409161042
Drago-Severson, E. y Blum-Destefano, J. (2013). A new approach for new demands: the promise of learning-oriented school leadership. International Journal of Leadership in Education, 16(1), 1-33. https://doi.org/10.1080/13603124.2012.741265
Duncan, H. E. y Stock, M. J. (2010). Mentoring and coaching rural school leaders: what do they need? Mentoring and Tutoring: Partnership in Learning, 18(3), 293-311. https://doi.org/10.1080/13611267.2010.492947
Eby, L., Allen, T., Evans, S. y DuBois, D. L. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 72(2), 254-267. https://doi.org/10.1016/j.jvb.2007.04.005
Ehrich, L. C., Tennent, L. y Hansford, B. C. (2002). A review of mentoring in education: some lessons for nursing. Contemporary Nurse, 253-264. https://doi.org/10.5172/conu.12.3.253
Fullan, M. (2019). El matiz. Por qué unos líderes triunfan y otros fracasan. Editorial Morata.
Garza, E. (2020). Exploring the praxis of collective and reciprocal mentorship: leadership preparation through the Urban School Leaders Collaborative. Mentoring and Tutoring, 28(4), 459-479. https://doi.org/10.1080/13611267.2020.1793082
Gimbel, P. y Kefor, K. (2018). Perceptions of a principal mentoring initiative. NASSP Bulletin, 102(1), 22-37. https://doi.org/10.1177/0192636518754405
Gray, C., Fry, B., Bottoms, G. y O’Neill, K. (2007). Good principals aren’t born - they’re mentored: are we investing enough to get the school leaders we need? SREB and The Wallace Foundation.
Gross, S. J. (2002). Sustaining change through leadership mentoring at one reforming high school. Journal of In-Service Education, 28(1), 35-56. https://doi.org/10.1080/13674580200200170
Gumus, E. (2019). Investigation of mentorship process and programs for professional development of school principals in the U.S.A.: the case of Georgia. International Journal of Educational Leadership and Management, 7(1), 2-41. https://doi.org/10.17583/ijelm.2019.3718
Gumus, E. y Bellibas, M. S. (2016). The effects of professional development activities on principals’ perceived instructional leadership practices: multi-country data analysis using TALIS 2013. Educational Studies, 42(3), 287-301. https://doi.org/10.1080/03055698.2016.1172958
Gümüş, S., Arar, K. y Oplatka, I. (2020). Review of international research on school leadership for social justice, equity and diversity. Journal of Educational Administration and History, 53(1), 81-99. https://doi.org/10.1080/00220620.2020.1862767
Hallinger, P., Gümüş, S. y Bellibaş, M. Ş. (2020). “Are principals instructional leaders yet?”. A science map of the knowledge base on instructional leadership, 1940-2018. Scientometrics, 122(3), 1629-1650. https://doi.org/10.1007/s11192-020-03360-5
Hallinger, P. y Kovačević, J. (2019). A bibliometric review of research on educational administration: science mapping the literature, 1960 to 2018. Review of Educational Research, 89, 335-369. https://doi.org/10.3102/0034654319830380
Hansford, B. y Ehrich, L. C. (2006). The principalship: how significant is mentoring? Journal of Educational Administration, 44(1), 36-52. https://doi.org/10.1108/09578230610642647
Hayes, S. D. (2019). Using developmental relationships in mentoring to support novice principals as leaders of learning. Mentoring and Tutoring, 27(2), 190-212. https://doi.org/10.1080/13611267.2019.1611289
Hayes, S. D. y Mahfouz, J. (2020). Principalship and mentoring: a review of perspectives, evidence, and literature 1999-2019. Research in Educational Administration and Leadership, 5(3), 722-751. https://doi.org/10.30828/real/2020.3.4
Hobson, A. J. y Sharp, C. (2005). Head to head: a systematic review of the research evidence on mentoring new head teachers. School Leadership and Management, 25(1), 25-42. https://doi.org/10.1080/1363243052000317073
Hughes, T. (2019). Mentoring school leaders through cultural conflict. Research in Educational Ad ministration & Leadership, 4(3), 591-622. https://doi.org/10.30828/real/2019.3.6
Jugmohan, P. y Muzvidziwa, I. (2017). Mentoring and principal preparation: the case of Kwazulu-Natal women. International Journal of Educational Sciences, 16(1-3), 150-155. https://doi.org/10.1080/09751122.2017.1311646
Lasater, K., Smith, C., Pijanowski, J. y Brady, K. P. (2021). Redefining mentorship in an era of crisis: responding to COVID-19 through compassionate relationships. International Journal of Mentoring and Coaching in Education, 10(2), 158-172. https://doi.org/10.1108/IJMCE-11-2020-0078
Lincoln, Y. S. y Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Lipke, T. B. (2018). Mentoring processes strengthening women’s relational leadership: a pilot study. Periferia, 10(2), 80-102. https://doi.org/10.12957/periferia.2018.33131
Lochmiller, C. R. (2014). Leadership coaching in an induction program for novice principals: a 3-year study. Journal of Research on Leadership Education, 9(1), 59-84. https://doi.org/10.1177/1942775113502020
Male, T. y Male, D. B. (2001). Special school headteachers’ perceptions of role readiness. European Journal of Special Needs Education, 16(2), 149-166. https://doi.org/10.1080/08856250110041081
McLay, M. y Brown, M. (2000). The under-representation of women in senior management in UK independent secondary schools. International Journal of Educational Management, 14(3), 101-106. https://doi.org/10.1108/09513540010322375
Moher, D., Liberati, A., Tetzlaff, J. y Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLOS Medicine, 6(7). https://doi.org/10.1371/journal.pmed.1000097
Moyo, Z., Perumal, J. y Hallinger, P. (2020). Struggling to make a difference against the odds: a synthesis of qualitative research on women leading schools in Zimbabwe. International Journal of Educational Management, 34(10), 1577-1594. https://doi.org/10.1108/IJEM-01-2020-0015
Msila, V. (2016). The struggle to improve schools: voices of South African teacher mentors. Educational Management Administration & Leadership, 44(6), 936-950. https://doi.org/10.1177/1741143215595416
Mullen, C. A. y Cairns, S. S. (2001). The principal’s apprentice: mentoring aspiring school administrators through relevant preparation. Mentoring and Tutoring: Partnership in Learning, 9(2), 125-152. https://doi.org/10.1080/13611260123854
Ndebele, C. (2018). Gender and school leadership: breaking the glass ceiling in South Africa. Generos, 7(2), 1582-1605. https://doi.org/10.17583/generos.2018.2438
Newman, N. y Gough, D. (2020). Perspectivas y aplicación. En O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond y K. Buntins (eds.), Systematic reviews in educational research. Methodology, perspectives and application (pp. 3-23). Springer.
Ng, S. y Szeto, S. E. (2016). Preparing school leaders: the professional development needs of newly appointed principals. Educational Management Administration & Leadership, 44(4), 540-557. https://doi.org/10.1177/1741143214564766
Notman, R. (2012). Intrapersonal factors in New Zealand school leadership success. International Journal of Educational Management, 26(5), 470-479. https://doi.org/10.1108/09513541211240264
OECD (2017). OECD science, technology and industry scoreboard 2017: the digital transformation. OECD Publishing. https://doi.org/10.1787/9789264268821-en
Oplatka, I. y Lapidot, A. (2018). Novice principals’ perceptions of their mentoring process in early career stage: the key role of mentor-protege relations. Journal of Educational Administration and History, 50(3), 204-222. https://doi.org/10.1080/00220620.2017.1420044
Parfitt, C. M. y Rose, A. L. (2020). Informal mentoring for aspiring school leaders: a phenomenological study. Mentoring & Tutoring, 28(3), 278-294. https://doi.org/10.1080/13611267.2020.1778837
Parylo, O., Zepeda, S. J. y Bengtson, E. (2012). The different faces of principal mentorship. International Journal of Mentoring and Coaching in Education, 1(2), 120-135. https://doi.org/10.1108/20466851211262860
Peters, A. (2010). Elements of successful mentoring of a female school leader. Leadership and Policy in Schools, 9(1), 108-129. https://doi.org/10.1080/15700760903026755
Rhodes, C. y Fletcher, S. (2013). Coaching and mentoring for self-efficacious leadership in schools. International Journal of Mentoring and Coaching in Education, 2(1), 47-63. https://doi.org/10.1108/20466851311323087
Riley, P. (2009). The development and testing of a time-limited mentoring model for experienced school leaders. Mentoring and Tutoring: Partnership in Learning, 17(3), 233-249. https://doi.org/10.1080/13611260903050163
Scott, S. (2010). Pragmatic leadership development in Canada: investigating a mentoring approach. Professional Development in Education, 36(4), 563-579. https://doi.org/10.1080/19415251003633458
Service, B., Dalgic, G. E. y Thornton, K. (2018). Benefits of a shadowing/mentoring intervention for New Zealand school principals. Professional Development in Education, 44(4), 507-520. https://doi.org/10.1080/19415257.2017.1378705
Simon, S., Dole, S. y Farragher, Y. (2019). Custom-designed and safe-space coaching: Australian beginning principals supported by experienced peers form pipeline of confident future leaders. School Leadership & Management, 39(2), 145-174. https://doi.org/10.1080/13632434.2018.1470502
Smith, A. A. (2007). Mentoring for experienced school principals: professional learning in a safe place. Mentoring and Tutoring: Partnership in Learning, 15(3), 277-291. https://doi.org/10.1080/13611260701202032
Tahir, L., Said, M. N. H. M., Daud, K., Vazhathodi, S. H. y Khan, A. (2016). The benefits of headship mentoring: an analysis of Malaysian novice headteachers՚ perceptions. Educational Management Administration & Leadership, 44(3), 420-450. https://doi.org/10.1177/1741143214549973
Tal, D. y Gordon, A. (2020). Leadership as an autonomous research field: a bibliometric analysis. Society, 57, 489-495. https://doi.org/10.1007/s12115-020-00522-2
Thessin, R. A., Clayton, J. K. y Jamison, K. (2020). Profiles of the administrative internship: the mentor/intern partnership in facilitating leadership experiences. Journal of Research on Leadership Education, 15(1), 28-55. https://doi.org/10.1177/1942775118770778
Tintoré, M. (2020). La mentoría nace de la Odisea: siguiendo a Ulises. Apuntes LEI07. Fundación Europea Sociedad y Educación.
Vaillant, D. (2015). Liderazgo escolar, evolución de políticas y prácticas y mejora de la calidad educativa. UNESCO. “Paper commissioned for the EFA Global Monitoring Report 2015, Education for All 2000-2015: achievements and challenges”.
Wang, E. L., Gates, S. M., Herman, R., Mean, M., Perera, R., Berglund, T. et al. (2018). Launching a redesign of university principal preparation programs: partners collaborate for change. RAND Corporation. https://www.rand.org/pubs/research_reports/RR2612.html
Weinstein, J., Marfán, J., Horn, A. y Muñoz, G. (2016). Chile: school leadership challenged by double accountability towards schools. En J. Easley y P. Tulowitzki, (ed.), Educational accountability: international perspectives on challenges and possibilities for school leadership (pp. 54-72). Routledge.
Zhang, W. y Brundrett, M. (2010). School leaders՚ perspectives on leadership learning: the case for informal and experiential learning. Management in Education, 24(4), 154-158. https://doi.org/10.1177/0892020610376792