In this article the authors describe the Adaptive Mentorship? (AM) model that they designed, applied, and refined during the past two decades. They developed AM to be used within a variety of management, mentorship, coaching, supervisory, or training programs. After employing and researching it within educational settings, they received a federal grant to disseminate the model to a wider audience across the professional and occupational landscape and to investigate its effects. The researchers summarize the results of that experience, including their recent analysis of the judgments of several panels of experts regarding the efficacy of AM model. The authors present these findings for the consideration of practitioners, scholars, and researchers in any field interested in improving the mentorship offered in their own
Christian clergy are at risk of experiencing the negative impacts of role-related stress and adversity, especially burnout. The findings reported in this article were derived from a Canadian mix-methods study that collected data through an online survey with 519 clerics, 13 one-on-one interviews, and interpretation panels. Adversity themes identified related to workload, expectations, isolation, and personal challenges with various subthemes for each. These findings are relevant to those providing care to clergy by providing insights into the challenges they face.
In 2016, a pan-Canadian study was conducted to examine the experiences of new teachers during their induction to the profession. In total, 1,343 teachers responded to a survey that contained information regarding their experiences with mentorship, administration, career development, and induction programs during their first five years as a teacher. The survey represents a part of a three-year pan-Canadian research project focused on the impact of induction and mentorship programs in early-career teachers. This paper draws on the survey data from the pan-Canadian study to examine the differences in experiences, beliefs, and feelings held by teachers throughout the first five years in the profession . Specific differences among teachers across the first five years in the profession were found in reported experience s with career support, school environment, and attitudes regarding the profession. This paper contributes to our understanding of how best to support early-career teachers, and provides insight about the experience of being a new teacher across Canada.
Journal Article Dryden's ‘Epigram on Tonson’ and Martial Get access Keith Walker Keith Walker University College London Search for other works by this author on: Oxford Academic Google Scholar Notes and Queries, Volume 42, Issue 4, December 1995, Page 454, https://doi.org/10.1093/notesj/42.4.454 Published: 01 December 1995
Working together with six principals, we sought to explore the sources and substance of servant-leadership. In this chapter, we describe the role of their own parents and family members, employers, relationship and activity involvements, faith journeys and other sources that profoundly and subtly influenced their thinking about servant leadership. Of course, most of us would agree that our lives are social constructed to a great degree – and that the people in our lives leave their distinctive marks or signatures on the way we think and act. This was so for these six school leaders.KeywordsFamily BackgroundLeadership StyleSchool LeaderSchool CommunityServant LeadershipThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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