This applied dissertation was designed to increase the understanding of novice principals’ perception of mentoring to support and improve the professional abilities of new principals. Although the advantages of principal mentoring are acknowledged, it is not widespread. There is a dearth of literature discussing the perspectives of mentees on this mentoring relationship. The objective of this qualitative case study was to gain knowledge of the experiences, viewpoints, and attitudes of participants in a formal mentorship program in a large urban school district. The adult learning theory determined the effect of mentorship involvement. The 10 principals with 1-3 years of experience who completed the school district’s mentoring program participated in semi-structured interviewing. The researcher utilized questionnaires and surveys to ascertain the perceptions of novice principals. The questions included were: How many years have you been a principal? What was the role of your mentor? How often did you communicate? What was your mode of communication? How long have you had this relationship? How would you characterize the strengths and weaknesses of your relationship? Has mentoring been beneficial to you as a novice principal? If so, why, If not, why not? The analyzed results: My mentor was accessible. My mentor was approachable. My mentor was supportive and encouraging. My mentor helped provide direction and guidance on professional issues. And my mentor answered questions satisfactorily. Analysis of data revealed that novice principals’ perceptions of mentoring were overall a positive and beneficial experience. The most successful aspect of mentoring was that mentors were accessible and approachable. It was noted that pairing mentors and mentees should include more careful consideration with school configuration and levels.
| Date of Award | Jan 1 2023 |
|---|
| Original language | English |
|---|
| Supervisor | Ronnie Hunter (Supervisor) & Noel Gray (Advisor) |
|---|