Providing a model for the development of a mentoring department in elementary schools in order to improve the performance of principals

Subject Areas : Journal of Iranian Social Development Studies

Maryamolsadat Javadian ¹ , فرهاد شفیع پور ² , Mojtaba Moazemi ³

1 - PhD Student in Educational Management, Kish International Branch, Islamic Azad University, Kish Island, Iran
2 - Associate Professor, Department of Educational Management, Mahallat Branch, Islamic Azad University, Markazi Province, Iran
3 - Assistant Professor, Department of Educational Management, North Tehran Branch, Islamic Azad University, Tehran, Iran

Received: 2024-12-28 Accepted : 2025-04-10 Published : 2025-07-13

Keywords: : Mentoring, Managerial Performance Improvement, Elementary School, Model Presentation,

Abstract :

Background: Educational management needs to use mentoring in order to improve and promote its outputs. As for reforming and revising administrative and educational procedures, it should benefit from professional advice from managers with excellent experience and work history.

Objective: The present study was to present a model for the implementation of mentoring in elementary schools in order to improve the performance of managers.

Method: The study method was applied in terms of purpose and qualitative in terms of method, based on qualitative-data-based theory. The research field in the qualitative part included all professors of educational management in the country's universities in 1401-1402. Sampling in this study was based on a purposive sample until data saturation, so that interviews continued until the number of 19 people was reached.

Findings: Data analysis was presented based on open coding, axial coding, and selective coding. In this method, concepts were classified based on their similarities. In general, the results showed that the causal conditions for the development of the mentoring sector included 3 selected codes (familiarity with leadership styles, familiarity with the importance of curriculum management, and adaptation of management mechanisms), the contextual conditions included 3 selected codes (cognitive context, psychological context, and social context), the strategic conditions included 2 selected codes (experience sharing strategy, organizational agency strategy), the intervention conditions included 3 selected codes (resistance due to self-belief, resistance due to performing stereotyped procedures, resistance to counseling due to ignorance), and the consequential conditions included 3 selected codes (psychological empowerment, social empowerment, and managerial empowerment).

Conclusion: From these findings, it can be concluded that the education and training organization should provide a platform for launching and developing a mentoring system for the benefit of school administrators and institutions under its management.

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