Designing a Mentoring Model for Educational School Principals (Case Study: Schools in District 4 of Mashhad)
Keywords:
The importance and necessity of the issue, MentoringAbstract
The present study aimed to design a mentoring model for educational school principals in District 4 of Mashhad and identify the factors influencing the enhancement of their educational leadership. This study was applied in purpose and employed an exploratory mixed-method design consisting of qualitative and quantitative phases. In the qualitative phase, thematic analysis and semi-structured interviews with educational leadership experts were conducted to identify the dimensions and components of mentoring. Participants were selected through purposive and snowball sampling until theoretical saturation was achieved. In the quantitative phase, a researcher-made questionnaire based on qualitative findings was administered among secondary school principals in District 4 of Mashhad. The sample size was determined as 350 participants using Cochran’s formula. Data were analyzed using Shannon entropy weighting, TOPSIS, confirmatory factor analysis, structural equation modeling and descriptive and inferential statistics through SPSS, Smart PLS, and MAXQDA software. The findings revealed problem-solving skills, spiritual intelligence, and optimism demonstrated the strongest path coefficients in the final model, with coefficients of 1.12, 0.97, and 0.53, respectively. Structural equation modeling results further showed that creativity, self-confidence, self-awareness, self-efficacy, and communication skills were not significant in the final model and were therefore removed. Model fit indices confirmed the acceptable reliability and validity of the final mentoring model. The findings demonstrated that mentoring can serve as an effective mechanism for the professional development of school principals and the enhancement of educational leadership. Furthermore, problem-solving skills, spiritual intelligence, and optimism were identified as the most influential factors contributing to the effectiveness of mentoring processes and improving managerial performance within educational systems.
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References
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