Introduction The purpose of this paper is condu

The purpose of this paper is conduct a review of recent key thoeretical issues associated with administrative mentoring. The review begins with a definition of mentoring and then goes on to look at theoretical issues that are currently being discussed with respect to the process. The review ends with the formulation of conclusions about current theoretical issues in administrative mentoring.

What is mentoring? According to Daresh and Playko (1994), the term can be defined as a continuing process wherein individuals within an organization provide support and guidance to others (mentees or proteges) in order to help them become effective contributors to organizational goals. In other words, the term is generic, involves a helping relationship to achieve organizational goals, and can be applied to basically all organizations, agencies and institutions.

Related to this broad organizational perspective of mentoring is a definition provided by Haney (1997) who characterizes mentoring as a relationship between an experienced organizational member and an inexperienced one in which the experienced person attempts to help the inexperienced employee learn about the organizational culture. On the other hand, Gunn (1995) reserves the role of mentoring to a experienced employee-inexperienced employee relationship that facilitates the organizational integration and career growth and development of those employees who have traditionally been ha

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for visionary leadership to be effectively learned. Cringan also feels that administrator candidates should receive other professional development training but states that these activities should not supplant the mentoring role so much as support it. On the other hand, Erlandson and Zellner (1997) also characterize the basic purpose of administrative mentoring in terms of building leadership skills. However, the authors' definition of those leadership skills that mentoring must emphasize consist of helping mentees to learn all of the leadership resources available to the administrative and how to effective utilize these resources toward the goal of enhancing the school as a community of learners. Leadership itself is seen as a dynamic process that can and should be continually enhanced over the administrator's entire career. What might be noted about the foregoing models is that, despite their differences in characterizing the administrative mentoring process, they assert that it is the educational system that must plan, develop and implement administrative mentoring programs. And, in this regard, there has been a little theoretical speculation as to what might constitute an effective planning model. With respect to the fo

Category: Business - I