|About the Book|
This qualitative interview study was designed for the purpose of adding information to the body of knowledge of how mentor principals describe and understand their experiences of mentoring novice principals. My qualitative study explored one schoolMoreThis qualitative interview study was designed for the purpose of adding information to the body of knowledge of how mentor principals describe and understand their experiences of mentoring novice principals. My qualitative study explored one school districts attempt to provide support for novice principals assigned to low-performing and failing schools. The problem I examined through this research was to understand how veteran principals, who served as mentors to novice principals in an urban school district, described and understood their perceptions of mentoring novice principals. These mentor principals had not been provided the methodology, guidelines, and strategies needed to mentor novice principals assigned to low-performing schools in fulfillment of the expectations identified by district policy. This study addressed the mentor principals perspective of the mentoring relationship through their voices. To shape the exploration and analysis of my inquiry, I employed the constructive-developmental theory, which focuses on the holding environment as a context that can support growth in mentor relationships. The limited knowledge about such experiences points to a gap in the research.-The primary sources of data collection were two 90-minute in-depth interviews with 10 mentor-principals and one follow-up member check interview of 60 minutes with each mentor. I analyzed data using emic codes based on the participants own words as well as etic codes based on the literature, and grouped these into matrices for within and across mentor comparisons. I also crafted analytic profiles in response to analytic questions and created narrative summaries.-My study found that the mentor principals unanimously described that they received satisfaction from mentoring novice principals. Time constraints were the dominant competing pressure in mentoring and meeting other obligations. All of the mentor principals provided supports and challenges for their mentees to foster growth. Support and training are needed for mentors- quality induction for novice principals is also recommended.