Attitudes towards Staff Mentoring by Senior Leaders of a College of Education in Ghana

Autor/inn/en	Akama, Freeman; Keenan, John
Titel	Attitudes towards Staff Mentoring by Senior Leaders of a College of Education in Ghana
Quelle	In: Journal of Higher Education Policy and Management, 45 (2023) 1, S.84-95 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keenan, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2022.2140749
Schlagwörter	Foreign Countries; Mentors; Teacher Education Programs; Teacher Role; Gender Differences; Religious Factors; Cultural Influences; College Administration; Administrator Attitudes; Preservice Teacher Education; Ghana + Suchen Sie Ihr Suchwort? Ausland; Lehrerrolle; Geschlechterkonflikt; Cultural influence; Kultureinfluss; College administrators; Hochschulverwaltung; Lehramtsstudiengang; Lehrerausbildung
Abstract	Ten interviews of senior leaders gave a clear picture about what they considered mentoring should be in a College of Education in Ghana -- a coaching model of directive instruction and a hierarchical transfer of skills and knowledge. While mentoring was viewed as a central part of a training teacher's course, funds, attitudes and workload did not allow for in-house mentoring of staff. These findings are discussed with observations of how gender and religious cultural expectation affected the responses of the senior leaders and how the management structure at the college may be inhibiting it from implementing a system of mentoring. This paper was written as a collaboration between educational lecturers in Ghana and the UK and brings a global perspective on the situation. It concludes with recommendations to managers of educational institutions to implement a mentoring structure and widen the definition of what it means to be a mentor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01