“Mentoring newly qualified teachers:
A qualitative study of school-based mentoring
in Irish primary schools”
2
“Mentoring newly qualified teachers:
A qualitative study of school-based mentoring in Irish primary schools”
Ciara Stapleton
1650861
MBA in Human Resource Management
Dublin Business School
August 2013
Word Count: 21,807
3
Declaration of Ownership
I, Ciara Stapleton, declare that this research is my own, unaided work, except as indicated in
the acknowledgements, the text and the references.
It is being submitted in partial fulfilment of the requirements for the degree of “Masters of
Business Administration” at Dublin Business School.
It has not been submitted before, in whole or in part, for any degree or examination at any
other institution.
Signed: Ciara Stapleton
Date 14 – 08 – 2013
4
Page
Declaration of Ownership
3
Table of Contents
4
Acknowledgements
9
List of Figures
10
List of Abbreviations
11
Abstract
12
Chapter One: Introduction
1.1 Background
13
1.2 Research area
15
1.3 Research questions and objectives
16
1.4 Suitability of the researcher
16
1.5 Contribution of the study
17
1.6 Scope and limitations of the research
17
1.7 Recipients of the research
18
Chapter Two: Literature Review
2.1 Mentoring in Schools
19
2.2 Motivation Theories
25
2.3 Benefits for the Mentee
27
5
Page
2.4 Benefits for the Schools
28
2.5 Benefits for the Mentor
30
Chapter Three: Research Methodology and Methods
3.1 Research Questions
34
3.2 Research Methodology
36
3.2.1 Research Philosophy
36
3.2.2 Research Approach
38
3.2.3 Research Strategy
39
3.2.4 Research Choice
40
3.2.5 Time Horizon
41
3.2.6 Data Collection
41
3.2.7 Population and Sample
42
3.2.8 Data Analysis
43
3.3 Research Ethics
45
Chapter Four: Research Findings Analysis
4.1 Research Objective One: Explore best practice in mentoring.
47
4.1.1 Learning Styles
47
4.1.2 The Relationship
50
6
Page
4.1.3 The Mentor
51
4.1.4 Learning Culture
54
4.2 Research Objective Two: Investigate the source of motivation of the main
stakeholders, with particular reference to the current NIPT programme.
56
4.2.1 Motivation: The Views of the Stakeholders
56
4.2.2 Intrinsic Motivation
58
4.3 Research Objective Three: Identify the principal benefits of the NIPT
mentoring programme for the main stakeholders.
61
4.3.1 Benefits for the Mentee
63
4.3.2 Benefits for the Mentor
64
4.3.3 Benefits for the School
65
4.4 Research Objective Four: Evaluate the effectiveness of the NIPT
school-based mentoring programme in Irish primary schools.
68
4.4.1 Aims of the NIPT
69
4.4.2 Objectives of the NIPT
70
4.4.3 The Experience of the Mentee
70
4.4.4 Mentees becoming Mentors
71
4.4.5 Mentors in Every School
72
7
Page
4.5 Research Objective Five: Identify any significant obstacles to an
expansion of the NIPT school-based mentoring programme.
75
4.5.1 Time
75
4.5.2 Mentor Training
78
4.5.3 Rewards
78
4.5.4 Mentoring in Smaller Schools
80
4.5.5 Droichead Programme
81
4.5.6 Other Obstacles
82
Chapter Five: Conclusions
85
Chapter Six: Recommendations
88
Self-Reflection on Own Learning and Performance
89
Bibliography
95
Appendices
110
Appendix 1 – Mentee Interview Guide
110
Appendix 2 – Mentor Interview Guide
113
Appendix 3 – Principal Interview Guide (Mentoring School)
116
Appendix 4 – Principal Interview Guide (Non-mentoring School)
120
Appendix 5 – NQT Interview Guide
124
8
Page
Appendix 6 – NIPT Objectives
125
Appendix 7 – The Index of Learning Styles
127
9
Acknowledgements
The completion of this thesis as well as the MBA course would not have been possible
without the support, help and understanding of many people.
I would like to thank my supervisor, Mr Eddie McConnon, for his guidance and advice over
the course of my dissertation. His positivity and enthusiasm were invaluable to me and for
that, I am greatly appreciative. I would also like to thank all the staff and lecturers at Dublin
Business School, in conjunction with Liverpool John Moores University, for affording me the
opportunity to study under their directorship.
I dedicate this thesis to my mother, Bernadette, my sister, Aoife and my brother, Padraig,
who have provided me with endless support and encouragement. Thank you for your patience
and unwavering faith in me.
To Peter and Timea, I extend my deepest gratitude for your time and advice, and for always
being there for me.
To my colleagues in Scoil Mhuire C.B.S., Marino and my friends from Mary Immaculate
College, Limerick – thank you for putting me in touch with friends and acquaintances that
were to be of huge benefit to me in the course of my research.
Finally, I would like to thank all the principals and teachers who gave of their time, both after
school and on their summer holidays, to participate in my research.
10
List of Figures
Page
Figure 1.1 NIPT Framework of Support
15
Figure 2.1 Kolb’s Learning Cycle
20
Figure 2.2 The Role of Mentor
22
Figure 2.3 Coaching and Mentoring
24
Figure 2.4 Motivation Theories
27
Figure 3.1 Research Onion
37
Figure 4.1 Learning and Development
50
Figure 4.2 Hudson’s Mentoring Model
53
Figure 4.3 Porter and Lawler’s Motivation Model
59
Figure 4.4 NIPT Partnership Approach
67
Figure 4.5 Droichead Programme
81
11
List of Abbreviations
NQT: Newly Qualified Teacher
NIPT: National Induction Programme for Teachers
INTO: Irish National Teachers Organisation
DES: Department of Education and Skills
ITE: Initial Teacher Education
PST: Professional Support Team
12
Abstract
This dissertation examines the mentoring of newly qualified teachers in Irish primary
schools, as part of the National Induction Programme for Teachers. The qualitative study
begins by examining the concept and practice of mentoring in the world of education; focus
is limited to an overview of the concept of teacher mentoring. Analysis of data collected from
interviews with fifteen stakeholders; three primary school principals, three mentors, four
mentees and five non-mentored teachers, examines mentoring best practice, intrinsic
motivation of teachers, programme effectiveness and the perceived benefits for mentee,
mentor and the school. The study identifies an increase in NQT confidence, the reaffirming of
more experienced teachers, the enhancement of staff communications and the acceleration
along the learning curve for NQTS as the central benefits of the NIPT mentoring programme.
Significant obstacles which are impeding optimal functioning and the expansion of the
programme are identified, including time restrictions, mentoring training and school-based
mentoring in smaller schools. Ultimately, the study discusses the advantages and
disadvantages of the mentoring programme, and how it could be more widely adopted and
practiced within the field of teacher professional development and human resource
management in the Irish education system.
Keywords: mentoring; professional development; teacher motivation; newly qualified
teachers; Irish primary schools
13
Chapter 1
Introduction
1.1 Background
Making a debut in any profession is a difficult and stressful undertaking. While in many
professions, the experience gained over time promotes the development of a feeling of
control over various circumstances, within the teaching profession circumstances differ from
one generation to another and from one pupil to another. Ligadu (2012) cites Hargreaves and
Fullan’s observations that learning to teach has become more complex and multifaceted,
noting that teachers are also tasked with integrating information and communication
technologies and managing a diversity of learners, from different backgrounds and with
special needs.
While in many schools, the responsibility of guiding and directing new teachers falls to the
principal, Hall (2008, p. 29) suggests that many of these principals find themselves totally at
the mercy of the ‘tsunami of principalship’. Crum et al. (2010) note that the list of duties
required of a school principal mirrors one of a super hero; a list which is virtually
inexhaustible and which makes the job highly fragmented. The role of mentoring a newly
qualified teacher is a job that requires dedication and commitment and therefore, an auxiliary
is essential. A newly qualified teacher (NQT), according to Haack (2006) needs someone
who really knows the territory – someone up-to-date and aware of current methods, materials
and procedures. This person is a mentor.
Hanson and Moir (2008) observe that teacher induction programmes have proliferated over
the past decade in an effort to increase teacher retention, support new teachers and improve
student achievement. The current mentoring system in Irish primary schools, headed by the
14
National Induction Programme for Teachers (NIPT), was established in September 2010. It
evolved from pilot projects in both Primary and Post-Primary schools which commenced in
2002. The general aims of the NIPT are to support NQTs in their first year of teaching by
building on their learning at the initial teacher education (ITE) stage and to provide a high
quality effective programme of induction. The NIPT outline induction as a process which
‘takes place during that critical period at the beginning of the newly qualified teacher’s
career, usually the first year after qualifying as a teacher’, as cited in the Policy on the
Continuum of Teacher Education (2011, p. 16).
The programme sets out to support and promote the professional development of NQTs and
quotes Feiman-Nemser (2001, p. 1026) when reasoning that ‘teachers have two jobs – they
have to teach and they have to learn to teach. No matter how good a pre-service program may
be, there are some things that can only be learned on the job’. Before being certified as fully
qualified teachers, NQTs have to complete a probation period. This is usually a one-year
period during which an inspector from the Department of Education and Skills (DES)
evaluates the teacher’s work. If the Inspector is satisfied by the teacher’s performance, they
will be awarded the DES Diploma which certifies that they are a fully qualified national
school teacher. As outlined in the Kelleghan Report (2002), the NIPT assert that NQTs find
themselves having to address a range of issues and concerns that may have been less pressing
when they were completing shorter periods of teaching under rather artificial condition. They
further note that the responsibilities of student teachers and full-time teachers differ
considerably in classroom management and in dealing with other professionals and parents. It
could be suggested that the mentoring programme which operates in Irish primary schools is
more closely linked with coaching than mentoring. However, as mentoring is the agreed term
used by the NIPT and accepted by the DES, this research will address the process of
mentoring rather than that of coaching.
15
1.2 Research area
This research seeks to examine what can be learned from the NIPT school-based mentoring
programme in Irish primary schools which could enhance the programme and facilitate its
expansion. The study investigates the attitudes and opinions of the main stakeholders of the
NIPT mentoring programme and seeks to establish the benefits of the programme as well as
the perceived obstacles to expansion.
The Framework of Support set out by the NIPT, facilitates support through workshop
programmes, the NIPT website, professional support groups, school-based support and
support school visits. This research focuses on school-based support and explores the
possibility of the expansion of the programme, to enable the presence of a designated mentor
in every Irish primary school.
Figure 1.1 NIPT Framework of Support
16
1.3 Research question and objectives
This research aims to establish:
What can be learned from the NIPT school-based mentoring programme in Irish primary
schools which could facilitate the enhancement and expansion of the programme?
To this end, the researcher seeks to:
1. Explore current best practice in mentoring.
2. Investigate the source of motivation of the main stakeholders, with particular
reference to the current NIPT mentoring programme.
3. Identify the principal benefits of the NIPT mentoring programme for the main
stakeholders.
4. Evaluate the effectiveness of the NIPT school-based mentoring programme in Irish
primary schools.
5. Identify any significant obstacles to an expansion of the NIPT school-based
mentoring programme.
Through achieving these objectives, the above question can be answered in a comprehensive
and coherent fashion.
1.4 Suitability of the researcher:
In addition to the attainment of an Honours Bachelor of Education and Irish degree from
Mary Immaculate College and the University of Limerick, the researcher has four years of
primary school teaching experience in Ireland. The researcher did not have the opportunity to
partake in a school-based mentoring programme as set out by the NIPT in her first year of
teaching, as the programme had not yet been established. However, the programme is in
17
operation in the school in which the researcher is employed as a full-time primary school
teacher. Through her studies for a Master’s degree in Business Administration, the researcher
has attained a broader knowledge of areas such as organisational culture, strategic
management, managing resourcing strategy, the management of performance and the
importance of induction programmes. Choosing to specialise in the area of Human Resource
Management, the researcher developed a specific interest in the area of mentoring, with
particular reference to the mentoring of teaching professionals.
1.5 Contribution of the study
The research explores the perceptions and attitudes of the main stakeholders towards the
NIPT mentoring programme in Irish primary schools, exploring its effectiveness and the
benefits to all stakeholders. As the current programme is not mandatory in Irish schools, not
all schools have a mentor on the teaching staff. To this end, not all NQTs have access to a
mentor on a daily, weekly or even monthly basis. This research seeks to establish any
enhancements which could be made to the programme and any significant obstacles to the
expansion of the programme in order to facilitate more widespread access to school-based
mentors.
1.6 Scope and limitations of the research
The literature review explores a wide range of academic references to initial teacher training,
induction and mentoring of NQTs, as well as the attitudes of the relevant stakeholders;
principals, mentors and NQTs.
The research is based on interviews with fifteen stakeholders. As there are 3,300 primary
schools in Ireland, this is a very small sample. However, by ensuring that these participants
are from schools located in different areas of Ireland with varying enrolment size and
18
religious ethos, the research aims to ensure a broader view of performance management
practices in Irish primary schools.
The timeframe within which the research must be carried out for the purposes of the
dissertation is quite restrictive. A more in-depth study, facilitating observation of
performance management in practice, could have been completed if the dissertation timetable
had permitted. It was necessary for this study to be carried out in late May, June, July and
finalised in early August. As all of the participants are primary schools employees, it was
imperative that interviews were conducted as early as possible, as schools close during much
of July and August.
The research relies heavily on the contributions of the participants and the veracity of their
answers with regard to the interview questions. To facilitate open and honest responses, the
participants are not expressly named throughout the research but referred to according to their
position as a stakeholder in the mentoring process.
1.7 Recipients of the research
The recipients of this thesis, conducted as part of the Master’s Degree in Human Resource
Management with Dublin Business School, include:
1. Dublin Business School: Institute of study.
2. Liverpool John Moores University: Awarding body.
3. Mr Eddie McConnon: Dissertation supervisor.
19
Chapter Two
Literature Review
2.1 Mentoring in Schools
In the field of education, the concept of apprenticeship and working under a master craftsman
is not foreign, according to Hall (2008) who states that almost every teacher has worked
through a university authorised, unpaid student-teaching experience in the classroom of a
master teacher. While mentoring is certainly not reserved solely for the beginning teacher and
also aids the mid-career teacher, much has been written about its effects on the NQT. Long
(2010) suggests that NQTs should have the opportunity to join together as a networked group
of teachers new to the profession or integrate with small groups of teachers who are actively
investigating pedagogy through systematic and rigorous processes of action research. These
authors are not alone in their assertion that NQTs need a certain level of hand-holding during
their debut teaching year. Hansen and Moir (2008) support the concept of mentoring for the
NQT, stating that it would facilitate a seamless continuum in which content knowledge and
pedagogical skills could develop concurrently through teaching, observation, dialogue and
reflection. This theory could be likened to Kolb’s (1984) learning cycle (See Figure 2.1)
which outlines key stages of learning as concrete experience, reflective observation, abstract
conceptualisation and active experimentation; all of which are constantly in action in the
world of teaching. According to Armstrong (2009), the model describes how experience is
translated into concepts that are then used to guide the choice of new experiences – a theory
which reflects the aims of mentoring.
Brown and Hanson’s 2003 comments which opined that formal mentoring appears to be more
common in the business world than in the academic world are cited by Desselle (2012), who
asserts that the academic world appears to be beginning to realise the value of mentorship and
20
formal mentoring programmes in an effort develop its faculty members. According to
Papastamis (2010) and Philips and Fagoulis (2010), mentors provide expertise to less
experienced individuals, noting that people from various arenas having benefited from being
part of a mentoring relationship.
Figure 2.1 Kolb’s Learning Cycle (1984)
With all this literature highlighting the benefits of mentoring, it is important to note that the
implementation of a mentoring programme for NQTs is not a straight-forward process but
one with many dimensions to consider. Hall (2008) notes that the continuation of the learning
process, as the NQT ventures into school administration, has been erratic and inconsistent,
while Langa (2010) is concerned with the lack of a universally accepted definition of
mentoring. Lord, Atkinson and Mitchell (2008) compile a list of descriptions of the role of
mentor as outlined in Figure 2.2. This is an issue which is prevalent throughout the academic
21
literature on mentoring and serves to complicate the establishment of a clear, concise vision
of what mentoring entails.
Figure 2.2 Varying descriptions of the role of mentor – Lord et al (2008)
22
The terms ‘coaching’ and ‘mentoring’ are often presumed to be interchangeable but in fact;
the two concepts are quite different. Bush et al. (1996) summarise the difference succinctly,
stating that coaching is one aspect of mentoring and mentoring may include coaching.
According to Carnell et al. (2012), coaching is devoted to developing a capacity for change
whereas in mentoring, the nearest to this idea is setting goals and supporting progression and
articulating learning.
Rogers (2004) suggests that the coach works with clients to achieve speedy, increased and
sustainable effectiveness in their careers with their sole aim being to achieve the client’s
potential, as defined by the client. Cordingly et al. (2004) propose that coaching supports the
review and development of practice or the integration of new ways of performing, adding that
coaches are more knowledgeable, are expert in particular approaches which can offer support
for implementation and evaluation of the new practice. As previously stated in Chapter One,
one could be propose that the NIPT mentoring programme is more closely linked with
coaching than mentoring. However upon examining the definitions of ‘mentor’ as outlined in
Figure 2.2 and Figure 2.3, it appears as though the broader role of mentoring covers the wide
range of support services which the mentor in Irish primary schools is tasked with providing.
Another key distinction which must be made is that of the difference between mentoring and
induction. While Wong (2004) outlines mentoring as (i) focussing on supportive factors, (ii)
involving a single or group mentor, (iii) being an isolated phase, (iv) requiring few resources,
and (v) being reactive to any need that arises, quite conversely the author suggests that
induction programmes (i) involve learning that impacts careers of multiple support personnel,
(ii) focus on professional development in design, resources and investment, and (iii)
alignment to student academic standards. With regard to the NIPT programme, the
programme states that school-based mentoring is just one aspect of a five-pronged induction
23
support system for NQTs. In effect, one could paraphrase Bush et al. and propose that
mentoring is one aspect of induction, and induction may include mentoring.
Figure 2.3 Definitions of coaching and mentoring – Carnell et al. (2012)
Although a substantial programme may well be the best investment a profession can make,
Haack (2006) asserts that a weak, inconsistent and poorly supported mentoring programme
will experience more pitfalls and fewer benefits. McCann, Johannessen and Ricca (2005)
conclude that it is better for a school to have no mentoring programme than to have a poor
mentoring programme. The instances of mentoring are random and the quality of mentoring
is variable according to renowned Australian author, Peter Hudson (2010). Whilst mentoring
24
programmes in schools may be mandatory in countries such as Australia, Long (2010)
suggests that their implementation is often questionable.
Kelly et al. (1992) outline the responsibilities of a mentor across professions as providing:
–
opportunities for meaningful feedback on performance;
–
opportunities for greater effectiveness in the classroom/workplace;
–
opportunities to observe others as role models in classroom; and
–
personal support.
However, a more robust model is Hudson’s (2010) five-factor Mentoring Model which
provides a theoretical framework for collecting qualitative data from mentors and mentees.
This five-factor model identifies the key areas as:
–
the mentor’s personal attributes for facilitating the mentoring process;
–
mentoring about the essential education system requirements;
–
the mentor’s pedagogical knowledge;
–
the mentor’s modelling of teaching practices; and
–
quality feedback provided by the mentor.
This model is significant as it is designed specifically for the teaching profession and
encompasses, and elaborates on, many of the topics discussed by the aforementioned authors.
However, while Hudson’s (2010) five-factor model may imply that mentoring is a
straightforward process, it would be naïve to discount the detrimental impact which could
result from a mentoring programme which is too rigidly structured. Striking a balance is
paramount – the programme cannot be so informal that it is hard to monitor, nor so formal
that an overbearing structure stifles the desired outcome and quenches the motivation of the
relevant stakeholders. It is with this in mind that this research examines some fundamental
motivation theories which impact upon the mentoring process in schools.
25
2.2 Motivation Theories
Expectancy Theory
Expectance theory states that motivation will be high when subjects (a) are clear as to what
they have to do in order to get a reward, (b) expect that they will succeed in achieving the
reward and (c) expect that the reward will be worthwhile. The concept of expectancy, as
discussed by Armstrong (2012) was originally contained in the valence-instrumentality-
expectancy (VIE) theory formulated by Vroom (1964). ‘Valence’ stands for value,
‘instrumentality’ is the belief that if we do one thing it will lead to another, and ‘expectancy’
is the probability that action or effort will lead to an outcome. Motivation is only likely where
a clearly perceived and functional relationship exists between performance and outcome, and
where the outcome is seen as a means of satisfying a need. Armstrong (2012) suggests that
intrinsic motivation outcomes are more under the control of individuals, who can place
greater reliance on their past experiences to indicate the extent to which positive and
advantageous results are likely to be obtained by their behaviour. This explains why intrinsic
motivation arising from work itself can be more powerful than extrinsic motivation. It could
be said that expectancy theory is relevant in the case of mentoring; however it still relies on
the mentor expecting a reward which they deem to be worthwhile. Therefore, a mentor must
be satisfied with the reward of a successful outcome for the mentee.
Goal Theory
It could be said that it is ‘goal theory’ which is most reflective of the current mentoring
programme in Irish primary schools. Goal theory, as established by Latham and Locke (1979)
states that motivation and performance are higher when individuals are set specific goals,
when goals are difficult but accepted, and when there is feedback on performance. Armstrong
(2012) reiterates that participation in goal setting is important as a means of getting
