ABSTRACT
This chapter explores the self-mentoring approach. Self-mentoring is an art of leading oneself in unknown environments or even hostile settings if necessary. Self-mentoring is not isolated to building teacher leaders; it can be applied to any profession or age group, including elementary or high school students. Self-mentoring as a formal process involves four stages of development: self-awareness, self-development, self-reflection, and self-monitoring. The self-mentoring teacher leaders improved in the area of classroom management and felt more inclined to share ideas and assist colleagues. The self-mentoring teacher leaders' experiences gave them courage to be more assertive and to speak up in meetings when their opinions were sought. Self-mentoring impacts classrooms, schools, and communities on multiple levels. All three areas are considered equally important from the perspective of self-mentoring. Leadership is a framework for school improvement and a tenant of self-mentoring. Self-mentoring programs provide opportunity to new teachers, struggling teachers, and seasoned teachers who are ready to move into leadership roles.
