NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ819686
Record Type: Journal
Publication Date: 2006-Aug
Pages: 21
Abstractor: As Provided
Reference Count: 76
ISSN: ISSN-1361-1267
Leadership Mentoring and Situated Learning: Catalysts for Principalship Readiness and Lifelong Mentoring
Browne-Ferrigno, Tricia; Muth, Rodney
Mentoring & Tutoring: Partnership in Learning, v14 n3 p275-295 Aug 2006
Leadership mentoring and situated learning are important components in the effective preparation of candidates for school principalships. This study examined this assertion through responses to reflective writing prompts and to interview questions by students enrolled in three different closed cohorts in the same university-based preparation program. Readiness to assume a principalship appears to be linked to an individual's (a) encouragement and support from leadership mentors; (b) opportunities to engage in authentic leadership activities; and (c) perceptions of personal competence to assume school-leadership responsibilities. To develop these elements, especially as pools of principals shrink, preparers should carefully select leadership mentors for aspiring administrators and organize authentic problems of practice in schools, which expand opportunities for aspirants to apply knowledge in practice. In this vein, three models of leadership mentoring during full-time authentic school-leadership practice are described. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado