2.50
Hdl Handle:
http://hdl.handle.net/10547/594577
Title:
Mentoring for school leadership in South Africa: diversity, dissimilarity and disadvantage
Authors:
Moorosi, Pontso
Abstract:
In South Africa, until recently, mentoring has not been formalized as part of school leadership induction programmes or of leadership professional development. However, the South African government identified mentoring as a distinctive aspect of its pilot leadership development programme for school principals. This programme signalled a shift from ad hoc and informal mentoring to building mentorship into school leadership development programmes. However, there is still no clear understanding about what constitutes effective mentoring models and the significance of similarity and diversity in a mentoring relationship. In this paper I draw from two dissimilar datasets to explore mentoring from an identity (gender and race) perspective. Using similarity-attraction theory, the paper highlights the complexity of mentoring models and suggests that higher levels of dissimilarity in a mentoring relationship may lead to disadvantage.
Citation:
Moorosi, P. (2012) 'Mentoring for school leadership in South Africa: diversity, dissimilarity and disadvantage'. Professional Development in Education 38 (3):487
Publisher:
Taylor & Francis
Journal:
Professional Development in Education
Issue Date:
Jul-2012
URI:
http://hdl.handle.net/10547/594577
DOI:
10.1080/19415257.2011.637430
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/19415257.2011.637430
Type:
Article
Language:
en
ISSN:
1941-5257; 1941-5265
Appears in Collections:
Comparative and International Education and Lifelong Learning Research Group

Full metadata record

DC FieldValue Language
dc.contributor.authorMoorosi, Pontsoen
dc.date.accessioned2016-01-22T12:47:41Zen
dc.date.available2016-01-22T12:47:41Zen
dc.date.issued2012-07en
dc.identifier.citationMoorosi, P. (2012) 'Mentoring for school leadership in South Africa: diversity, dissimilarity and disadvantage'. Professional Development in Education 38 (3):487en
dc.identifier.issn1941-5257en
dc.identifier.issn1941-5265en
dc.identifier.doi10.1080/19415257.2011.637430en
dc.identifier.urihttp://hdl.handle.net/10547/594577en
dc.description.abstractIn South Africa, until recently, mentoring has not been formalized as part of school leadership induction programmes or of leadership professional development. However, the South African government identified mentoring as a distinctive aspect of its pilot leadership development programme for school principals. This programme signalled a shift from ad hoc and informal mentoring to building mentorship into school leadership development programmes. However, there is still no clear understanding about what constitutes effective mentoring models and the significance of similarity and diversity in a mentoring relationship. In this paper I draw from two dissimilar datasets to explore mentoring from an identity (gender and race) perspective. Using similarity-attraction theory, the paper highlights the complexity of mentoring models and suggests that higher levels of dissimilarity in a mentoring relationship may lead to disadvantage.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/19415257.2011.637430en
dc.rightsArchived with thanks to Professional Development in Educationen
dc.subjectSouth Africaen
dc.subjectmentoringen
dc.subjectdiversityen
dc.subjectsimilarityen
dc.subjectgenderen
dc.subjectraceen
dc.subjectschool leadershipen
dc.subjectleadershipen
dc.titleMentoring for school leadership in South Africa: diversity, dissimilarity and disadvantageen
dc.typeArticleen
dc.identifier.journalProfessional Development in Educationen
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