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ERIC Number: ED545662
Record Type: Non-Journal
Publication Date: 2012
Pages: 158
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-8444-1
ISSN: N/A
Pennsylvania Public School Vice Principals' Perceptions about Formal and Informal Mentoring Structures and the Effective Transfer of Leadership, Knowledge, Skills, and Dispositions
Swetkowski Giovanisci, Katy V.
ProQuest LLC, Ed.D. Dissertation, Saint Joseph's University
The Pennsylvania Principal's Induction Program, referred to in this study as GROW, includes mentoring as a component offered to enhance and support the professional growth of first to third year administrator-inductees with regard to the core and corollary standards for leadership. Among the many administrators involved in the program, specifically, vice principals in Region 1 were surveyed, interviewed, and asked to participate in a focus group interview to determine their perceptions of formal and informal mentoring experiences. Each component of the study determined whether formal or informal mentoring contributes to the effective transfer of leadership, skills, knowledge and disposition. The purpose of this study is to focus upon the role of vice principal, one of the least researched topics in educational leadership (Marshall, 1992). Further, this study examines the productivity of the formal mentor assignments in comparison to the informal school-based arrangements. In both cases, the research delineated positive and negative aspects to each mentor-mentee arrangement. However, the outcome of this study does not support that mentoring is an effective means of transfer under the formal program requirements. The results of this study will add to the research base of the vice principal which will provide insight into the body of research pertaining to formal and informal mentor structures. Recommendations for future research support the notion of mentoring as a positive way to establish professional growth (Gordon, 2004). However, the programmatic suggestions inform formal mentor programs as the core and corollary standards can help support informal mentoring structures (Hall, 2008). [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania