Having spent a varied career in a variety of educational roles and contexts, I'm currently focused on completing a DPhil in Education at Harris Manchester College, University of Oxford.

In phase one of my research, I used the Delphi method to identify the competencies needed for effective teacher mentoring and then used these findings in phase two, to begin the process of constructing a new and novel scale to measure teacher mentor self-efficacy beliefs. The use of exploratory factor analysis has also enabled me to investigate possible latent factors underpinning this construct: https://doi.org/10.1016/j.tate.2023.104452

As I enter the third and final phase of my research journey, I’m now using interpretative phenomenological analysis – an idiographic approach – to dig deeper into what it means to 'be' a mentor.