**3. Theoretical framework**

The relationship between leadership and mentorship is long established. With roots in ancient Greece, mentors have long been associated with leadership as well as overall human development and growth. Adapted from management literature, many theories of leadership have been proposed for implementation in education settings, including relational leadership [26], transactional leadership [27, 28], and transformational leadership [27, 28]. Mentorship encourages leadership development for both the mentor and protégé, creating positive outcomes for the individuals involved and the organization they serve [7]. Although characteristics of mentoring may be seen in various leadership styles and frameworks, this study approaches mentorship through a Relational Leadership Theory perspective.

## **3.1 Relational leadership theory**

Much of the leadership literature emphasizes the leader experience and fails to realize that leadership occurs between both leaders and followers in relation to one another [29]. The mentoring relationship can be viewed in a traditional sense as the mentor in a leader role and the protégé in a follower role. However, this study broadens the context of leadership to consider the greater relationship between leader and follower as paramount to the discussion of how leadership is itself negotiated. This perspective is grounded in Relational Leadership Theory, which emphasizes the social construction of leadership through relationships, social interactions, and communication [26]. Mentoring relationships emerge and are sustained through communication and interactions between people [30], and this is how leadership may also be best understood "as a process that is co-created in social and relational interactions between people" ([29], p. 83). This study approaches mentoring as both a form of leadership and as a means of developing future leaders. Specifically, mentoring relationships are established and maintained through a process of interactions in which mentors and protégés are constantly defining and redefining their relationship while they co-construct the leadership process [6, 29].

Relational Leadership Theory can be viewed "as an overarching framework for the study of leadership as a social influence process through which emergent coordination (e.g., evolving social order) and change (e.g., new approaches, values, attitudes, behaviors, ideologies) are constructed and produced" ([26], p. 654). From a Relational Leadership perspective, scholars study how leadership relationships are produced and how relational dynamics affect leadership. The relationship-oriented leadership style is associated with many positive outcomes, including increased group cohesion, job satisfaction, leader effectiveness, leader satisfaction, and motivation [31]. Interestingly,

a study of department chairs in higher education determined relationship-oriented leadership style is associated with chair effectiveness [32]. Relational Leadership Theory highlights how mentoring relationships are sites of leadership as well as a method for leadership development, and the theory offers insight into how those mentoring relationships are integral to leadership in higher education.

### **3.2 Relational mentoring theory**

Super Bowl champion and former NFL coach, Tony Dungy, wrote a popular book, *The Mentor Leader* [33] and further drew attention to the connection between leaders, mentors, performance, growth, and success. Mentor leadership has the potential to transform the lives of mentors and proteges in powerful ways. While some maintain leadership is inherent, most scholars agree that leadership qualities and competencies can be learned. Time and concern for others is vital for organizations to develop leaders for tomorrow [34]. Therefore, this study advances the ideas of mentor leadership through a lens of Relational Leadership Theory.

Relational mentoring theory takes a relational leadership approach to mentoring, stressing the connections between mentors and protégés rather than resources. The positive, mutual experiences of mentoring develop skills such as authenticity, empathy, and vulnerability [35]. The need to belong motivates both mentors and protégés to initiate relationships [36], and a primary tenet of relational mentoring is its recognition that mentoring is a mutual relationship [6].

#### **3.3 Leadership and communication**

Crucial to the establishment of mentor relationships is communication. Various leadership styles have been identified that evaluate a leader's communication patterns [37]. Notably, research has found a connection between leadership styles and solidarity communication that affects job satisfaction and burnout [37]. Open communication between supervisors and subordinates also leads to higher job satisfaction. Solidarity refers to the psychological connection that employees feel for supervisors. When solidarity exists, workers experience more motivation, lower levels of burnout, and higher job satisfaction [37].

Mentoring relationships are established and maintained through communication. Communication is key to the psychosocial and career benefits protégés receive through their mentoring relationships. "Emotional support includes listening, showing concern, and providing reassurance of self-worth. Appraisal support includes feedback and confirmation" ([4], p. 21). Career benefits are communicated through giving advice, providing direction, and sharing information.

Traditionally, effective interpersonal communication skills have been required to establish and maintain mentoring relationships. However, in the digital age, the rules may be changing. Technology and digital communication may have altered and changed mentoring relationships, specifically mentor relationships may begin virtually and may be maintained and redefined through digital means [6].
