Benchmarking Mentorship: Creating and Validating a Quality Scale for ELT Mentors
Ali Kondori
1
(
)
Mitra Zeraatpishe
2
(
)
Hamid Ashraf
3
(
Islamic Azad university, Torbat Heydarieh Branch,Iran
)
Khalil Motallebzadeh
4
(
)
Keywords: EFL Teachers, ELT, Good mentor qualities, Scale,
Abstract :
In the context of language teaching, mentorship can be a valuable tool to support the ongoing professional development of language teachers, improving the quality of language teaching and learning and fostering a sense of community within the teaching profession. Therefore, it is crucial to identify the qualities that characterize a good mentor. This study aimed to develop and validate a Good Mentor Qualities (GMQ) scale for use in L2 educational contexts. The study employed a qualitative research design with a quasi-experimental component, which was of a qualitative nature. It involved the use of structured interviews and observations to explore the Iranian EFL teachers’ opinions about the qualities of a good mentor in Iran, with a particular focus on evaluating mentors. The sample consisted of 10 experienced EFL teachers and 100 novice EFL teachers teaching at various private language institutes. Semi-structured interviews were conducted by the researcher with the mentors and mentees, each lasting approximately 30 minutes to gather data. Five interview questions were developed based on a list of 10 themes. The interviews elicited the participants’ perspectives and opinions regarding the requirements good mentors need to meet in an ELT context. Based on this interview, relevant constructs were extracted, patterns were identified, and items were determined. The transcription of the recorded interview followed this. Then, the transcribed data were interpreted in light of existing literature. Ultimately, the data were analysed using NVivo software. Based on the data extracted, a Good Mentor Qualities (GMQ) scale was developed. The results of the Rasch rating scale model and Cronbach’s alpha indicated that the developed questionnaire had satisfactory validity and reliability indices. The GMQ scale can serve as a valuable tool for evaluating and selecting mentors, as well as for assessing the effectiveness of mentorship programs. The results are discussed, and further applications for EFL teachers and learners are explored.
Alotaibi, A. F. (2019). Benchmarking best practice-preparing primary school principals for staff management: female headteachers in Saudi Arabian girls’ schools (Doctoral dissertation), University of Lincoln.
Anderson, M., & Zhang, L. (2024). Quantifying success in ELT mentorship programs: A mixed-methods approach. TESOL Quarterly, 58(1), 42-61.
Andrich, D. (1978). Application of a psychometric rating model to ordered categories which are scored with successive integers. Applied Psychological Measurement, 2(4), 581–594. https://doi.org/10.1177/014662167800200413.
Baghaei, P. (2008). The Rasch model as a construct tool. Rasch Measurement Transactions, 22(1), 1145–1146.
Chen, J., & Zhang, Y. (2023). The role of mentoring in supporting novice teachers in ELT: Insights and benefits. Journal of English Language Teaching, 18(1), 77-89.
Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., & Bergen T. ( 2011).
Exploring a two-dimensional model of mentor teacher roles in mentoring
dialogues. Teaching and Teacher Education, 27, (2), 320–331. https://doi.org/10.1016/j.tate.2010.08.014.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. NJ.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Sage.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto.
Flanagan, T. M. (2006). The perceived effectiveness of a beginning teacher mentoring program in central Virginia (Doctoral dissertation), Liberty University.
Fraenkel, J. R., & Wallen, N. E. (2019). How to design and evaluate research: An integrated approach (9th ed.). Routledge.
Fuller, A. (2023). Teaching for social justice: A guide for educators. Teachers College Press.
Ghanizadeh, A., & Moafian, F. (2011). The relationship between Iranian EFL teachers' sense of self-efficacy and their pedagogical success in language institutes. Asian EFL Journal, 13(2), 249–272.
Gholipour, A., Akbari, M., & Rajabpour, E. (2022). Identifying mentoring consequences and ranking of them: A mixed method. Journal of Sustainable Human Resource Management, 4(6), 7-27.
Grainger, P., & Barnes, S. (2023). Mentoring in education: An international perspective. Routledge.
Hobson, A., Ashby, P., Malderez, A., & Tomlinson, P. (2009). Mentoring beginning teachers: What we Know and what we don’t. Teaching and Teacher Education, 25(2), 207–216. https://doi.org/10.1016/j.tate.2008.09.001.
Ingersoll, R. M., & Strong, I. (2022). Teacher turnover: A critical review of the literature. Harvard Education Review.
Jenkins, K., Smith, H., & Maxwell, T. (2009.) Challenging experiences faced by beginning casual teachers: here one day and gone the next! Asia-Pacific Journal of Teacher Education, 37(1), 63–78. https://doi.org/10.1080/13598660802616443.
Johnson, M., & Wang, J. (2023). The future of education: Trends and challenges. Routledge.
Kent, A.M., Feldman, P., & Hayes, R.L. (2009). Mentoring and inducting new teachers into the profession: An innovative approach. International Journal of Applied Educational Studies, 5(1), 73–89.
Kim, H. J., & Johnson, R. (2024). Developing cultural competency frameworks for ELT mentorship programs. Journal of Language Teaching and Research, 15(1), 89-102.
Kram, K. E. (2022). Mentoring at work: Developmental relationships and professional growth. Harvard Business Review Press.
Lave J., & Wenger E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Linacre, J. M. (2017). A New Rasch Model for Polytomous Items. Rasch Measurement Transactions, 31(1), 1668-1673.
Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13-184). Macmillan.
Mohammadi, M., Ansari Jaberi, M., Shafiei, M., Salimi, G., & Heidari, E. (2022). Designing and validating the scale competency of the educational groups as a professional mentor for teachers learning. Journal of New Approaches in Educational Administration, 14(5).
Nir, A. E., & Bogler, R. (2008). The antecedents of teacher satisfaction with professional development programs. Teaching and Teacher Education, 24(2), 377–386. https://doi.org/10.1016/j.tate.2007.03.002.
Nguyen, T. (2022). Innovation in education: A case study. Springer.
Nicholls, G. (2002). The psychology of action: Cognition and motivation. American Psychologist, 57(7), 643-652.
Onchwari, G., & Keengwe, J. (2010). Teacher mentoring and early literacy learning: A casestudy of a mentor-coach initiative. Early Childhood Education Journal, 37(4), 311–317. https://doi.org/10.1007/s10643-009-0346-8.
Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. University of Chicago Press.
Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press. https://doi.org/10.1017/CBO9780511667237.
Richards, J. C., & Rodgers, T. S. (2014). Approaches to language teaching and testing (4th ed.). Cambridge University Press.
Richards, J. C., & Farrell, T. S. C. (2022). Mentoring in language education: Navigating the complexities of language teaching. Language Teaching Research, 26(3), 334-348. https://doi.org/10.1177/1362168821102681
Richardson, S., & Díaz Maggioli, G. (2018). Effective professional development: Principles and best practice. Cambridge University Press.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Smith, A., & Johnson, R. (2023). Understanding the mentoring process: Guidance, support, and feedback. Educational Leadership Review, 31(2), 123-136.
Tschannen-Moran, M., Barr, M., & Hoy, W. K. (2021). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 96, 103188.
Valli, L., & Cruz-Janzen, M. (2022). Mentoring and professional development for novice teachers: A review of recent research. Journal of Teacher Education, 73(4), 401-415. https://doi.org/10.1177/00224871221107456
Wang, J., Odell, S. J., & Gardner, D. (2022). Mentoring as a career-long process: Bridging initial training and ongoing development. Journal of Educational Research, 115(2), 151-164. https://doi.org/10.1080/00220671.2022.2145680
Walsdorf, K.L., & Lynn, S.K. (2002). The early years: Mediating the organizational environment. The Clearing House, 75 (4), 190–194. https://doi.org/10.1080/00098650209604929.
Washburn-Moses, L. (2023). Navigating educational reforms through mentorship: Supporting teachers in evolving teaching practices. Educational Policy Journal, 37(2), 101-117. https://doi.org/10.3102/0034654321102267
Wulyani, A.N. (2017). Professional development of English language teachers. Institutional and Individual Perspectives.
Yost, R. (2002). I think I can: Mentoring as a means of enhancing teacher -efficacy. The Clearing House, 75(4), 195–197.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education, Journal of Teacher Education, 61, (1), 89–99. https://doi.org/10.1177/0022487109347671.
