Indications of mentoring efficacy in the development of school administrative assistants

Abstract

This study was approached as an action research project where school administrative assistants (SAA) responded to a questionnaire that examined their current workplace performance against their job description. A mentoring package was used as an intervention to develop and align workplace performance with their job description in four (4) key areas: (1) Generic Competencies, (2) Office and Administration, (3) Financial Management and (4) Teacher and Student Support. After completion of the mentoring package, school administrative assistants responded to the original questionnaire again. Using quantitative measures, the study found indications of mentoring efficacy in the development of school administrative assistants within public schools. The implications of these findings recommend that mentoring be used to meet the training and development needs of all administrative roles within the public school sector.

Keywords

Mentoring Workplace Performance Administrative Staff Public Schools Questionnaires Performance Management

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