Mentoring as a professional development activity for administrators in Catholic education

The purpose of this study is to consider the possibilities of mentoring as a professional development activity for those in the role of Assistant to the Principal, Administration (APA). Mentoring is considered worthy of investigation, as it appears to be a professional development activity that is self-directed and capable of meeting the individual needs of the practitioners engaged in the role. Professional development for many administrators appears to have become a laborious task of attending courses and collecting certificates. As a professional development activity, mentoring is a flexible alternative in the provision professional and personal growth opportunities for administrators within an educational context. The aim of the study is to provide an understanding of mentoring as a professional development opportunity for administrators and to explore in one specific context the receptivity of those in the role of APA, to the concept of formal mentoring. This study utilises the research methodology of action research and the process of reflective deliberation. The study was conducted over a period of six months involving six participants who are currently working in Catholic systemic primary schools in the role of APA. The conclusions of the study identifies a shift in understanding about mentoring and support for mentoring as a professional development activity for those in the role of APA.

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