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Introduction
Mentoring and coaching are important concepts in the professional development of educators. However, there are many definitions of each term and each term is sometimes confused with the other. Between them, there are many areas of overlap or similarities in both concept and practice. They are sometimes used interchangeably and at other times used together as a "unified package". This paper examines the practice of mentoring and coaching in the Singapore education system, showing the difference in philosophy in which these two concepts have been applied and discussing the issues and challenges involved in their implementation.
Literature review: mentoring and coaching in education
In general, both mentoring and coaching are professional development practices involving one professional helping another in a mutually enriching manner (e.g. [2] Anderson and Shannon, 1988; [12] Clutterbuck and Ragins, 2002; [34] Ng, 2005) to foster learning and development based on an established relationship, premised on mutual trust, respect and openness ([41] Orland-Barak and Yinon, 2005; [55] Timperley, 2001; [20] Jeruchim and Shapiro, 1992; [49] Stowers and Barker, 2010). In actual practice situations, [14] Douglas (1997, p. 83) observes that "although the mentoring/coaching process varies in different organizations and across different relationships, it typically involves a relationship in which an experienced manager provides help, advice, and sponsorship to a junior manager". Properly implemented, mentoring/coaching can have a positive impact on the performance and well-being of educators (e.g. [34] Ng, 2005; [40] Onchwari and Keengwe, 2008; [56] Tolhurst, 2010).
[34] Ng (2005) takes the position that although both concepts are very similar and are underpinned by professional learning, there is a slight difference in emphasis. Coaching is more concerned with learning for performance and takes a short- to medium-term perspective. Mentoring is more concerned with learning for professional growth and takes a medium- to long-term perspective. The skills, techniques and tools are similar. When one professional helps another, he or she may play the role of coach and mentor at the same time, shifting in emphasis depending on developing situation. For example, if a department head is helping a junior teacher with classroom management, he or she is adopting a coaching stance to help this junior teacher improve immediate performance. If this department head is asking the same junior teacher to...