Abstract:
The M-S-G-E model of mentor roles was introduced in an issue of Australian Educational Leader in 2022. The model, emerging from a review of over 100 research articles, scholarly books and other sources and guided by the theory of planned behaviour, proposed four main roles that mentors undertake when working with early career and other teachers in schools. The Model role concerns how mentors demonstrate, set examples and otherwise role-model skills and capabilities. The Supporter role described how mentors provide emotional and psychological support to mentees. The Guide role referred to the more overt advising, tutoring and coaching actions of mentors. The Evaluator role concerned mentor behaviours aimed at monitoring, assessing and reporting on teacher capability and performance.
Research has shown that middle leaders are often engaged in the mentoring of early career (including pre-service) teachers. This happens in formal and informal ways ranging from system or school developed programs through to casual, serendipitous, assistive relationships. At the same time there appears to be an urgent need for professional capacity building in middle leadership and this includes professional development in mentoring. The M-S-G-E model holds potentials to reflect the work of middle leaders, as well as to inform capacity building for effective mentoring.
This paper briefly explains the M-S-G-E model of mentoring roles describing key behaviours that relate to each of the four roles. This is followed by analyses of statistical data from a recent large scale study of school middle leaders from a large education system that provide evidence of middle leader mentoring behaviours that align to the M-S-G-E model. Those findings are then supplemented by qualitative data from the same study that provides further evidence of all four mentoring roles and the ways they may manifest as middle leader work. The paper concludes with implications for mentoring and middle leadership theory, as well as recommendations for future professional development.
Research has shown that middle leaders are often engaged in the mentoring of early career (including pre-service) teachers. This happens in formal and informal ways ranging from system or school developed programs through to casual, serendipitous, assistive relationships. At the same time there appears to be an urgent need for professional capacity building in middle leadership and this includes professional development in mentoring. The M-S-G-E model holds potentials to reflect the work of middle leaders, as well as to inform capacity building for effective mentoring.
This paper briefly explains the M-S-G-E model of mentoring roles describing key behaviours that relate to each of the four roles. This is followed by analyses of statistical data from a recent large scale study of school middle leaders from a large education system that provide evidence of middle leader mentoring behaviours that align to the M-S-G-E model. Those findings are then supplemented by qualitative data from the same study that provides further evidence of all four mentoring roles and the ways they may manifest as middle leader work. The paper concludes with implications for mentoring and middle leadership theory, as well as recommendations for future professional development.