The absence of a structured culture of mentoring in a school can harm teaching and learning. In the study reported on here we explored how a professional learning community (PLC) can be used through action research to foster a sustainable mentoring culture in a primary school, while promoting self-directed learning (SDL) among teachers. The first author, a deputy principal, conducted action research to improve his leadership and management practices while encouraging teachers to take responsibility for their professional learning. We adopted Hudson’s (2005) 5-factor model of mentoring as a theoretical lens. Six teachers at various stages of their careers were selected using purposive sampling to form a PLC called Generating Change (GC). Data were generated through observations and semi-structured interviews. The findings reveal that PLC members engaged in collaborative inquiry and reflection, identifying their professional learning needs and developing self-directed mentoring practices that empowered them to take initiative in their growth. Teachers reported growth in their pedagogical knowledge, classroom management skills, and discipline techniques, improving their classroom practices. Consequently, mentoring activities and resources were co-constructed within the PLC to support continuous SDL. The action research enabled us to identify and respond to the mentoring needs of teachers and foster a culture of continuous learning and agency. The study demonstrates that the first author and PLC members had taken ownership of their learning and development trajectories through self-directed engagement.

https://doi.org/10.15700/saje.v45ns1a2684

ORCiD iDs of authors:
Manoj Maipath – https://orcid.org/0009-0000-3274-9698
Free-Queen Bongiwe Zulu - https://orcid.org/0000-0002-5167-5302