Using Self-Mentoring to Increase Teacher Efficacy and Confidence as Leaders: A Review of Multiple Studies from the Field

Using Self-Mentoring to Increase Teacher Efficacy and Confidence as Leaders: A Review of Multiple Studies from the Field

Marsha L. Carr (University of North Carolina at Wilmington, USA)
DOI: 10.4018/978-1-5225-0204-3.ch015
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Abstract

Self-mentoring, the act of leading oneself in an unknown environment, is a sustainable practice of leadership with developing teacher leaders. One manner in which self-mentoring contributes to the development of a teacher leader is through increased confidence and self-efficacy (Bond & Hargreaves, 2014). When the self-efficacy of a classroom teacher increases, the efficacy of the students also increases (Bandura 1997), promoting higher levels of achievement. Public school teachers involved in self-mentoring studies harvested benefits of self-mentoring in their role as a classroom leader through augmented student engagement and motivation, but analogously in school-wide leadership roles. This chapter will elucidate how to use self-mentoring to increase confidence and teacher efficacy as leaders. It begins with an overview of self-mentoring inclusive of theory and the results yielded from several research studies; self-efficacy and confidence as it relates to teacher leadership; and how self-mentoring supports the development of teacher leaders and organizational citizenship.
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Introduction

We cannot be all things, which would require mastery of every realm of human life. Therefore, we must identify where we differ in which to cultivate self-efficacy within our given pursuits as leaders. Perceived self-efficacy is concerned with people’s beliefs in their capabilities to produce given attainments (Bandura, 1997). Thus, the efficacy belief system is not a global trait but a differentiated set of self-beliefs linked to distinct realms of functioning (Bandura, 2006) as a leader. But how do we develop self-efficacy and inspire confidence in these fledging leaders?

Self-mentoring, the act of leading oneself in an unknown environment is a sustainable practice of leadership when developing teacher leaders. One manner in which self-mentoring contributes to the development of a teacher leader is through increased confidence and self-efficacy (Bond & Hargreaves, 2014). It becomes important while developing teacher leaders, to recognize the potential impact on the formation of students’ behavior and success. When the self-efficacy of a classroom teacher increases, the efficacy of the students also increases (Bandura 1997), promoting higher levels of achievement. Public school teachers involved in the self-mentoring studies harvested the benefits of self-mentoring in their role as a classroom leader through augmented student engagement and motivation, but analogously in school-wide leadership roles.

This chapter will elucidate how to use self-mentoring to increase confidence and teacher efficacy as leaders. We begin with an overview of 1) self-mentoring inclusive of theory and the results yielded from several research studies; 2) self-efficacy and confidence as it relates to teacher leadership; and 3) how self-mentoring supports the development of teacher leaders and organizational citizenship.

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