A Qualitative Descriptive Study of How a Principal Grows by Mentoring Others: The Experiences of Being a Mentor Principal

Autor/in	Nwokorie, Anderline
Titel	A Qualitative Descriptive Study of How a Principal Grows by Mentoring Others: The Experiences of Being a Mentor Principal
Quelle	(2023), (184 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0318-8
Schlagwörter	Hochschulschrift; Dissertation; Principals; Mentors; Experience; Individual Development; Professional Development; Social Support Groups; Beginning Principals; Elementary Secondary Education; Barriers; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Erfahrung; Individuelle Entwicklung; Social support; Soziale Unterstützung; Kalifornien
Abstract	In the current K-12 educational system, there is a lack of mentoring programs for novice principals, and as a result, a substantial number of principals are not well prepared to do the complicated job of a principal. The nation's report card shows how United States students have regressed in reading and math and which states experienced the most sizeable setbacks. School districts and their administrators are accused of the regression because they are responsible for supporting students' academic, mental, and social-emotional needs through the learning process in schools. The purpose of this qualitative descriptive study was to describe the mentor principals' experiences, supports, and barriers with mentee novice principals during prior mentoring programs within K 12 schools. A qualitative research method with a descriptive design was used in this study, which involved semi-structured interview data collection with five school principals in Los Angeles County. The results were organized by research questions. RQ1 focused on participants' professional development (PD) experiences. The findings indicated that mentoring was provided through on-the-job guidance, and principal preparation was received through multiple channels. RQ2 focused on the support available to mentor principals in the mentorship program. The findings indicated that support levels varied significantly. Mentorship is vital, so failure to support a mentorship program is likely to be detrimental to the mentees' PD. RQ3 focused on perceived barriers to a successful mentorship program. The findings indicated that the lack of a centralized mentorship program was the most common barrier. The implication is that school principals should be in a position to train future leaders regarding the daily operations of the schools and how to manage various school projects as a leader. Mentorship programs in schools are key to investing in the future leadership of schools that must be embraced by all education stakeholders. Future research should therefore investigate the impact of a centralized mentorship program on novice principals. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01