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The prevalence of mentoring has resulted in the mindset that “everyone thinks they know what mentoring is, and there is an intuitive belief that mentoring works” (Eby, Rhodes, \u0026amp; Allen, 2010, p. 7). How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P-12 contexts.  This book is the sixth in the Mentoring Perspectives Series, edited by Dr. Frances Kochan former Dean of the College of Education at Auburn University. This latest book in the series, co-edited by Linda J. Searby and Susan K. Brondyk, brings together reports of recent research on mentoring in K-12 settings for new teachers and new principals. 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From principals and assistant principals to superintendents and district-level administrators, this book provides a comprehensive look at how mentoring can empower school leaders to thrive in dynamic educational landscapes.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":53484143116561,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":53484143575313,"sku":"NGR9781806863365","price":0.0,"currency_code":"GBP","in_stock":false}]},{"product_id":"mentoring-within-a-continuum-of-school-leadership-preparation-book-tyrone-bynoe-9781806863389","title":"Mentoring within a Continuum of School Leadership Preparation","description":"Mentoring within a Continuum of School Leadership Preparation explores the pivotal role of mentoring in preparing and sustaining effective school leaders across the arc of their careers. 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Another outcome of mentoring, less often discussed, is the positive impact it can have on the mental health and wellbeing of both the mentor and mentee. Of particular interest for this edited volume is how mentoring can promote mental health, build resilience, and develop capacity to maintain and sustain emotional, psychological, and social wellbeing for all in the K-12 school settings. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement.  This edited volume expands and adds to the existing literature on mentoring in schools, by offering a collection of works that examine the connection between mentorship and wellbeing. This volume includes chapters that describe effective mentoring for wellbeing, detail positive approaches to mentoring youth, offer recommendations for growing the wellbeing of pre-service teachers, early career teachers, and mid-late career teachers, illustrate approaches to growing a community of educators through mentoring and developing teacher leaders as agents of change and facilitators of wellbeing, and discuss studies and models for nurturing and promoting wellbeing among and through school leaders in national and international settings. 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Increasing competition, societal pressures, and the changing nature of the cultures within the United States and Canada, the countries represented in this volume’s chapters, have created complex personal, social, and institutional problems that have negatively affected the wellbeing of individuals, and subsequently institutional success. As a result, higher education institutions need to become more actively engaged in creating initiatives, programs, activities, and organizational cultures that support the wellbeing of students, faculty, staff, and administrators. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement. 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