Authors
- Masalimova Alfiya R. Doctor of Pedagogy, Associate Professor
- Irismetov Alisher I. Candidate of Pedagogical Sciences
- Busygina Maryana V. Candidate of Sciences (PhD) in Philology, Associate Professor
Annotation
This research article examines the role of structured teacher mentoring in the development of educational leadership within the Asia-Pacific region. Drawing upon a comprehensive analysis of investigated career trajectory models for school leaders across seven Asia-Pacific economies, this study synthesizes findings on mentoring
frameworks, policies, and practices. The theoretical analysis explores mentoring within the contexts of adult learning theory, transformative leadership, and career development models. Practical cases from Singapore, China, Japan, Thailand, Malaysia, Vietnam, and Indonesia are presented to illustrate diverse approaches to mentorship, from formal state-led programs to school-based, communal learning. The analysis reveals that high-performing systems integrate mentoring into a coherent career architecture, linking it to certification, performance evaluation, and succession planning. The conclusions highlight the critical success factors for effective mentoring systems, including systemic alignment, cultural responsiveness, and the balance between structure and professional autonomy. The article culminates in a summary of transferable principles for policymakers seeking to strengthen organizational and methodological support for the career growth of educational leaders through mentorship.
How to link insert
Masalimova, A. R., Irismetov, A. I. & Busygina, M. V. (2026). TEACHER MENTORING AS A CATALYST FOR EDUCATIONAL LEADERSHIP DEVELOPMENT Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 20 (1), 105. https://doi.org/10.24412/2076-9121-2026-1-105-112
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