NotesFAQContact Us
Search Tips
ERIC Number: ED531969
Record Type: Non-Journal
Publication Date: 2009
Pages: 322
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-3798-7
An Examination of the Experiences of Nine Novice Principals Who Were Participants in New Jersey's Revised Mentoring Program
Anzul, John C.
ProQuest LLC, Ed.D. Dissertation, Seton Hall University
The purpose of the study was to document the reported experiences of nine beginning principals who participated in New Jersey's mentoring program revised in 2005, in order to gain a better understanding of this aspect of the professional education of school leaders. New changes to the program included an additional year, completion of eight explorations, and an action-research project. The issues examined here are based on contextual factors that Samier (2000) derived from Kram (1985) and Gehrke (1988). A partial list of these, that are applicable to New Jersey's mentoring program for school leaders, includes: opportunity for individual selection of mentor; sufficient time to develop relationship; opportunity to negotiate goals and activities; accommodation to unique mentor and protege styles; opportunities for relationship-building activities; and privacy and confidentiality. The primary research method was the qualitative in-depth interview. Responses were analyzed to determine commonalities and differences between the perceived experiences of the proteges in relationship to the presence or absence of the various contextual factors within their relationships, for the purpose of identifying common themes. The data are presented thematically, grouped according to the contextual factors. The findings predominantly support previous research in this area regarding the importance of the contextual factors in building of productive relationships between mentors and proteges. Those proteges who perceived that the factors were generally present within their relationships also expressed the highest level of satisfaction with most aspects of their mentoring experiences. Those proteges who perceived that the factors were generally not present within their relationships also reported a corresponding level of dissatisfaction with various aspects of their mentoring experiences. Suggested implications include: an improved method for matching of mentors to proteges based on similar professional experience, and similar student populations; greater participation by proteges in designing the assigned goals and activities; improved training for mentors so they better understand the importance of including the contextual factors within their mentoring relationships; and allowing universities to have input into the formation and implementation of this program. [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: Adult Education; Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey