The mentor and newly qualified teachers : a study on the perception of leadership

Abstract

Both academics and policy makers have as yet left a vacuum in recognising mentors as leaders within the school system (Willis et al., 2019). This gap, together with the importance of inspirational, supportive, positive and empowering leadership to psychological needs satisfaction (Uhl-bien, Riggio, Lowe, & Carsten, 2014) have served as catalysts to the focus of this study, which mainly looks at the significance of the mentor's leadership role and the effect on the NQTs during the two-year induction programme in Malta's secondary schools. Self-Determination Theory (Deci & Ryan, 2000) and the Hierarchy of Needs (Maslow, 1943) serve as a theoretical framework to this study. Through its mixed method approach, this study made use of a quantitative survey and of a qualitative open ended interview which is also grounded in the Self- Determination Theory to look into and further understand the mentor’s leadership behaviour towards the NQTs. Thirty three (33) mentors and forty four (44) NQTs coming from public, church and independent secondary schools in Malta, have filled an adapted version of the MLQ Form 6S (quantitative) and six (6) mentors and six (6) NQTs have participated in interviews (qualitative) respectively. The quantitative data collection outcomes resulted in mentors and NQTs, scoring high and moderate for a transformational and transactional leadership approach and moderate to poor in the passive/avoidant leadership approach. The qualitative data analysis outcomes resulted with the emerging themes: Leadership, Communication and Relationships that gave insights and outcomes which led towards leadership traits, which are very similar to the MLQ Form 6S (Avolio & Bass, 2004).