Developing Performance Management Framework for Factors of Mentoring Strategies for Beginning Teachers
Main Article Content
Keywords
beginning teachers, mentoring strategies, performance management framework
Abstract
The main objective was to study performance management framework (PMF) for factors of mentoring strategies (MSs) for beginning teachers (BTs). Mail survey was conducted. All 251 mentors were selected by using census method. The instrument is developed on Kolb's experiential learning theory (1984), Bandura’s self-efficacy theory (1998), MSs linked to a five-factor mentoring model (Hudson, 2004), strategies for mentoring pedagogical knowledge (Hudson, 2013), strategies for effective mentoring (University of North Texas, 2018), operational guidelines for teacher mentoring and school cluster support programme (Ministry of Education [MOE], 2017a), and teacher competency standards framework (MOE, 2017b). Principal component analysis (PCA), One-Way Analysis of Variance (ANOVA) and independent samples t test were used. The study revealed MSs and PMF. Mentors in upper region (UR) were the lowest perception because they had unbalanced workload and unrecognition of some officers. Females provided more for emotional support.
Publication History
Version of Record online: December 29, 2022
Manuscript accepted: March 22, 2021
Manuscript revised: March 8, 2021
Manuscript received: September 20, 2020
References
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Costello, A. B., & Osborne, J. W. (2015). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation: A Peer-reviewed Electronic Journal, 10(7), pp.1-9. http://doi. org/10.7275/jyj1-4868
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Polikoff, M. S., Desimone, L. M., Porter, A. C., & Hochberg, E. D. (2015). Mentor policy and the quality of mentoring. The Elementary School Journal, 116(1), 8-9. http://www.teachingworks.org/images/files/TeachingWorks_journal_club_11_13_15_citations_ abstracts_summaries.pdf
Reed, L. A. (2006). Case study of the implementation of cognitive coaching by an instructional coach in a title I elementary school. (Doctoral dissertation, Texas A & M University, Texas, United States). https://core.ac.uk/download/pdf/4272838.pdf
Rosewell, J. (2005). Learning styles. https://www.open.edu/openlearn/ocw/pluginfile.php/629607/mod_resource/content/ 1/t175_4_3.pdf
Spector, P. E. (1992). Summated rating scale construction: An introduction. Newbury Park, CA: Sage Publication Inc.
Sunde, E., & Ulvik, M. (2014). School leaders’ views on mentoring and newly qualified teachers’ needs. Education Inquiry, 5(2), 285-299. https://doi.org/10.3402/edui.v5.23923
Tabachnick, B. G. & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). Boston: Pearson Education Inc.
The United Nations Educational, Scientific and Cultural Organization: Institute for Statistics (2016). The world needs almost 69 million new teachers to reach the 2030 education goals: Massive teacher shortages at the primary and secondary levels. http://uis.unesco.org/sites/default/files/documents/ fs39-the-world-needs-almost-69-millionnew-teachers-to-reach-the-2030-educationgoals-2016-en.pdf
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Tonna, M. A., Bjerkholt, E., & Holland, E. (2017). Teacher mentoring and the reflective practitioner approach. International Journal of Mentoring and Coaching in Education, 6(3), 210-227. http://doi.org/10.1108/IJMCE-04-2017-0032
University of North Texas (2018). Professional Development School 1 Handbook. https://coe.unt.edu/sites/default/files/pds_1_ handbook_fall_2018.pdf
University of Stirling (n.d.). Mentor and Mentee Development Programme. https://www.stir.ac.uk/media/stirling/services/humanresources/documents/organisationdevelopment-resources/ILM-accreditedmentoringprogramme.pdf
van Ginkel, G., Verloop, N., & Denessen, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching, 22(1), 101-116. doi:10.1080/13540602. 2015.1023031
Vygotsky, L. S. (1980). Mind in society: The development of higher mental processes. MA: Harvard University Press.
Wood, R., & Bandura, A. (1989). Social Cognitive Theory of Organizational Management. The Academy of Management Review, 14(3), 361-384. DOI: 10.5465/AMR.1989.4279067
World Bank. (2018). International development association project paper on a proposed additional financing and restructuring from the Myanmar partnership multi-donor trust fund in the amount of us$54 million to the Republic Of The Union Of Myanmar for the decentralizing funding to schools project. http://documents.worldbank.org/curated/en/767591550129655680/pdf/PAD1782-PJPRPUBLICPro-ject-paper-Myanmar-AF-DFSP-P157231-12-04-2018-for-printing.pdf
Aung San Suu Kyi, Daw (2016). Foreword. Ministry of Education, National Education Strategic Plan: 2016–21(p. 4). http://resources.mmoe.myanmarexam.org/docs/nesp/NESP_SUMMARY_English.pdf
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://www.uky.edu/~eushe2/Bandura/Bandura1993EP.pdf
Bandura, A. (1998). Self-efficacy: The exercise of control (2nd ed.). NY: W. H. Freeman.
Costello, A. B., & Osborne, J. W. (2015). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation: A Peer-reviewed Electronic Journal, 10(7), pp.1-9. http://doi. org/10.7275/jyj1-4868
Craig, C. (2018). The relationship of mentoring on sense of belonging, self-efficacy, and student perception of mentorship in first generation college students.(Master of science in First-Year Studies). http://digitalcommons. kennesaw.edu/msfy_ed/5
Dong, Y., & Peng, J. C. (2013, December). Principled missing data methods for researchers. Springer Plus, 2, 1-17. DOI: 10.1186/2193-1801-2-222
Esther, F. (2016). Developing novice teachers’ professional development identity through mentoring (Doctoral dissertation, Ion Creangă State Pedagogical University, Chișinău, the Republic of Moldova). http:// www.cnaa.md/ files/ theses/2016/24716/esther_fairstein_thesis.pdf
Hartman, H. J. (2010). A guide to reflective practice for new and experienced teachers (1st ed.). NY: McGraw-Hill.
Hudson, P. (2004). Mentoring for effective primary science teaching (Doctoral dissertation, Queensland University of Technology, Queensland, Australia). https://eprints.qut.edu.au/16002/1/Peter_Hudson_Thesis.pdf
Hudson, P. (2012). How can schools support beginning teachers? A call for timely induction and mentoring for effective teaching. Australian Journal of Teacher Education, 37(7), 70-84. DOI: 10.14221/ajte.2012v37n7.1
Hudson, P. (2013). Strategies for mentoring pedagogical knowledge. Teachers and teaching: Theory and practice, 19(4), 363-381. https://doi.org/10.1080/13540602.2013.770226.
Hudson, P., & Hudson, S. (2014, July). Mentor feedback: Models, viewpoints and strategies. Paper presented at the Australian Teacher Educators Association (ATEA) Conference, Sydney, Australia. https://eprints.qut.edu.au/80090/23/__staffhome.qut.edu.au_staffgroupl%24_leaderj_Desktop_Mentor%2BFeedback%2B-%2BATEA%2B2014.pdf
Inzer, L. D., & Crawford, C. B. (2005). A review of formal and informal mentoring: Processes, problems, and design. Journal of Leadership Education, 4(1), 31-50. DOI: 10.12806/V4/ I1/TF2
Kitchel, T., Greiman, B. C., Torres, R. M., Burris, S. (2008). The influence of gender on relationship aspects of beginning teachers and their mentors. Career and Technical Education Research, 33(2), 73-91. https://scholar.lib. vt.edu/ejournals/CTER/v33n2 /kitchel.html
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, N.J.: Prentice-Hall.
Ministry of Education (2017a). Operational Guidelines for Teacher Mentoring and School Cluster Support Programme. Myanmar.
Ministry of Education (2017b). Teacher Competency Standards Framework. Myanmar. https:// www.lextutor.ca/myanmar/TCSF_v2.pdf
Ledesma, R. D., Valero-Mora, P. M., & Macbeth, G. (2015, June). The scree test and the number of factors: A dynamic graphics approach. The Spanish Journal of Psychology, 18, 1-10. DOI: 10.1017/sjp.2015.13
Leite, W. (n.d.). Survey Implementation. https:// education.ufl.edu/educational-research/ files/2014/10/Survey_Implementation.pdf
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year Odyssey. The American Psychological Association, 57(9), 705- 717. DOI: 10.1037//0003-066X.57.9.705
Lowery, D. C., Roberts, J, & Roberts, J. (n.d.). Alternate route and traditionally-trained teachers’ perceptions of teaching preparation programs. Journal of Case Studies in Education, 1-11. https://files.eric.ed.gov/fulltext/ EJ1109725.pdf
Lunenburg, F. C. (2011). Goal-setting theory of motivation. International Journal of Management, Business, and Administration, 15(1), 1-6. http://www.nationalforum.com/Electronic%20Journal20Volumes/Lunenburg,%20Fred%20C.%20Goal-Setting%20 Theoryof%20Motivation%20IJMBA%20 V15%20N1%202011.pdf
Palmer, J. E. (2010). The impact of mentoring on beginning teachers in a rural northeast Georgia School District. (Doctoral Dissertation, Georgia Southern University). http://digitalcommons.georgiasouthern.edu/etd/362
Polikoff, M. S., Desimone, L. M., Porter, A. C., & Hochberg, E. D. (2015). Mentor policy and the quality of mentoring. The Elementary School Journal, 116(1), 8-9. http://www.teachingworks.org/images/files/TeachingWorks_journal_club_11_13_15_citations_ abstracts_summaries.pdf
Reed, L. A. (2006). Case study of the implementation of cognitive coaching by an instructional coach in a title I elementary school. (Doctoral dissertation, Texas A & M University, Texas, United States). https://core.ac.uk/download/pdf/4272838.pdf
Rosewell, J. (2005). Learning styles. https://www.open.edu/openlearn/ocw/pluginfile.php/629607/mod_resource/content/ 1/t175_4_3.pdf
Spector, P. E. (1992). Summated rating scale construction: An introduction. Newbury Park, CA: Sage Publication Inc.
Sunde, E., & Ulvik, M. (2014). School leaders’ views on mentoring and newly qualified teachers’ needs. Education Inquiry, 5(2), 285-299. https://doi.org/10.3402/edui.v5.23923
Tabachnick, B. G. & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). Boston: Pearson Education Inc.
The United Nations Educational, Scientific and Cultural Organization: Institute for Statistics (2016). The world needs almost 69 million new teachers to reach the 2030 education goals: Massive teacher shortages at the primary and secondary levels. http://uis.unesco.org/sites/default/files/documents/ fs39-the-world-needs-almost-69-millionnew-teachers-to-reach-the-2030-educationgoals-2016-en.pdf
Thein Naing, U. (2010, September 21). Do teachers really matter in Burma? [Web log Post]. http://educationinmyanmar.blogspot.com/
Tomlinson, P. (2019). Mentor Teachers’ Perceptions of Effective Mentoring Strategies (Doctoral dissertation, Walden University, Minnesota, United States). https://pdfs.semanticscholar.org/dc77/81ffd8af7264a92694537837df35a6b8cb 5d.pdf.
Tonna, M. A., Bjerkholt, E., & Holland, E. (2017). Teacher mentoring and the reflective practitioner approach. International Journal of Mentoring and Coaching in Education, 6(3), 210-227. http://doi.org/10.1108/IJMCE-04-2017-0032
University of North Texas (2018). Professional Development School 1 Handbook. https://coe.unt.edu/sites/default/files/pds_1_ handbook_fall_2018.pdf
University of Stirling (n.d.). Mentor and Mentee Development Programme. https://www.stir.ac.uk/media/stirling/services/humanresources/documents/organisationdevelopment-resources/ILM-accreditedmentoringprogramme.pdf
van Ginkel, G., Verloop, N., & Denessen, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching, 22(1), 101-116. doi:10.1080/13540602. 2015.1023031
Vygotsky, L. S. (1980). Mind in society: The development of higher mental processes. MA: Harvard University Press.
Wood, R., & Bandura, A. (1989). Social Cognitive Theory of Organizational Management. The Academy of Management Review, 14(3), 361-384. DOI: 10.5465/AMR.1989.4279067
World Bank. (2018). International development association project paper on a proposed additional financing and restructuring from the Myanmar partnership multi-donor trust fund in the amount of us$54 million to the Republic Of The Union Of Myanmar for the decentralizing funding to schools project. http://documents.worldbank.org/curated/en/767591550129655680/pdf/PAD1782-PJPRPUBLICPro-ject-paper-Myanmar-AF-DFSP-P157231-12-04-2018-for-printing.pdf
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Published
Dec 29, 2021
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How to Cite
Theint, P. Z. Z., Oo, T. N., & Yin, P. P. (2021). Developing Performance Management Framework for Factors of Mentoring Strategies for Beginning Teachers. AsTEN Journal of Teacher Education, 5(1). https://doi.org/10.56278/asten.v5i1.1767
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Research Article
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