The purpose of this qualitative study was to understand the perceptions that first year K—12 principals had about their mentorship relationship while leading their school through transformational change. The transformational change from the 1997 California Content Standards to the Common Core State Standards (CCSS) caused a significant shift in the focus of educational leaders in California. Along with this challenge, there are many other new experiences that a first year principal will encounter. Mentorship is one way to support new principals to effectively navigate these new experiences.
The target population was first year K–12 principals in Fresno County during 2013–2014 who were involved in a formal mentoring relationship. The homogeneous sample included one high school, two middle, and three elementary principals. The interview protocol was created by the researcher to address the four research questions. Semi-structured interviews were used to collect the data, which were, then, transcribed into NVivo for coding using the grounded theory approach to data analysis.
Each of the four research questions produced key findings in order to contribute to the overall conclusion of the study, which was that the mentor was more important to the success of the mentorship relationship than the design of the program and that the person chosen to be a mentor needs to (a) believe in their mentee's ability to lead change, (b) have a similar mindset as their mentee in how to lead change, (c) be familiar enough with the current system of their mentee in order to help him/her navigate through the change, and (d) build a trusting relationship with their mentee.
|Commitee:||Archon, Mark, Enomoto, Alan|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 76/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Education|
|Keywords:||Coaching, Leadership, Mentor, Mentorship, Principal, Transformational leadership|
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