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The role of mentoring and coaching as a means of supporting the well-being of educators and students. With the ever-changing and conflicting professional demands, work-related stress, anxiety, burnout and increasing work–life imbalance, now more than ever educators are in need to attend to their well-being (Kutsyuruba et al., 2019; Cherkowski and Walker, 2018).
- Benjamin Kutsyuruba, Lorraine Godden
- 2019
Oct 23, 2019 · In education, coaching often serves the purpose of personal support and professional learning, where students are helped to take responsibility and develop skills related to learning [20 ...
Oct 15, 2019 · Abstract. Female coaches continue to be underrepresented in the coaching domain despite remarkable strides made in female athlete participation. To develop, support, and advance female coaches, mentorship initiatives have been widely recommended. Positive outcomes have been reported in nonsport literature for the professional advancement of ...
- Jenessa Banwell, Jenessa Banwell, Ashley Stirling, Ashley Stirling, Gretchen Kerr, Gretchen Kerr
- 2019
Mar 31, 2015 · Mentoring and coaching foster a professional relationship that helps individuals to acquire skills needed to remain relevant and competitive in the Higher Education academic environment . However, as evident from the data presented in this paper this professional relationship will yield better results if it is harnessed rather than forced or ...
- Roofe G. Carmel, Miller W. Paul
- 2015
Women from low-income communities in particular are removed from the path to leadership from a young age as they face enormous difficulties in obtaining quality university education, guidance from role models and funding. Globally, women’s labor force participation rate decreased from 52.4% to 49.6% between 1995 and 2015.1
groups of university workers, or into several or none, this book will allow you to take a person-centred, inclusive approach to supporting their development. It will enable you to think through the needs of the people you want to develop and to design your mentoring or coaching approach in a systematic way.
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Helen Astin and Carole Leland (1991, p. 67) Female graduate students earned 59% of all master’s degrees and 49% of all doctoral degrees in 2005, yet there remain disparities across gender in terms of degree type. Female graduate students seem to be less satisfied with their ability to balance work and life. Student affairs professionals ...
