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ERIC Number: ED516897
Record Type: Non-Journal
Publication Date: 2010
Pages: 248
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1097-4321-0
New Principals in the Trenches: Does Mentoring Impact Leadership Development for New School Leaders?
Woolsey, Anne-Marie
ProQuest LLC, Ed.D. Dissertation, Arizona State University
Prior research suggests that effective principal leadership is vital for raising student achievement in today's schools. However, school districts across the county, especially in urban districts, are finding shortages of qualified principal candidates. A well-designed mentoring program for new principals can be used by school districts to recruit, hire, prepare and retain highly competent school leaders. This mixed method study examined the impact of a school district's formal mentoring program that fostered leadership development of new principals as they faced the daily challenges in the trenches of school leadership. The significance of the findings are central to building an effective mentoring program that supports new principals as they transition into their new roles. This study consisted of a three-phase research design that utilized quantitative (surveys) and qualitative (in-depth interviews, observations and post-observation interviews) components to highlight the experiences of six mentor/mentee pairs (n=12) who participated in a new principal mentorship program in Warren Unified School District (WUSD, a pseudonym). Furthermore, the research used leadership categories that are a part of the ISLLC (2008) Standards into the surveys, interviews and observations, and the analysis in this study. Four significant findings emerged from this study: (1) the mentoring program was seen as mutually beneficial for both the mentor and mentee; (2) the mentees gained and utilized new knowledge and skills, specifically in the areas of instructional leadership, management and operations, and building school community; (3) mentees' confidence increased as a result of mentoring; and (4) a culture of continued leadership development and support was formed and supported in the district. The results of this study are consistent with prior studies and support the need to have well-designed mentoring programs that incorporate essential elements for the mentoring program and embed ISLLC (2008) Standards as indicators for effective school leadership. Further recommendations include vigilance in cultivating cultures of continuous leadership development that build in ample time for reflective practices at all levels of school administration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A