Principals' Perceptions of the Need for Formal Novice Principal Mentorship: A Qualitative Case Study PDF Download
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Author: Kimberly Nicole Quinn
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Although 21 states are currently designating a portion of their Every Student Succeeds Act funds specifically for novice principal induction and support, Tennessee is not currently one of these states. This dissertation uses a qualitative case study approach to interview Tennessee principals serving in years four to five, who did not have formal mentorship support during their novice years, to gather their experiences and support needs during this time. The researcher reviews the current literature on novice principal mentorship programs across the country through the lens of Krams Mentoring Model and Suchmans Program Theory before connecting the literature with the perceived needs of principals in this study. This study aimed to use data from principals interviews to make implications for practice and future district level formal mentorship program development in Tennessee schools. Findings from this study identified the problems faced by novice Tennessee principals as well as suggested inputs, processes, outputs, and potential outcomes if the implicated program were implemented. Using the principal participants as stakeholders in development, a program theory mentoring model, needed to help new Tennessee principals transition into and thrive in the role, is presented. The study concludes with recommendations for multiple stakeholders including state education officials, directors of schools, district leaders, human capital, professional development leaders, district leaders, and selected principal mentors..
Author: Kimberly Nicole Quinn
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Although 21 states are currently designating a portion of their Every Student Succeeds Act funds specifically for novice principal induction and support, Tennessee is not currently one of these states. This dissertation uses a qualitative case study approach to interview Tennessee principals serving in years four to five, who did not have formal mentorship support during their novice years, to gather their experiences and support needs during this time. The researcher reviews the current literature on novice principal mentorship programs across the country through the lens of Krams Mentoring Model and Suchmans Program Theory before connecting the literature with the perceived needs of principals in this study. This study aimed to use data from principals interviews to make implications for practice and future district level formal mentorship program development in Tennessee schools. Findings from this study identified the problems faced by novice Tennessee principals as well as suggested inputs, processes, outputs, and potential outcomes if the implicated program were implemented. Using the principal participants as stakeholders in development, a program theory mentoring model, needed to help new Tennessee principals transition into and thrive in the role, is presented. The study concludes with recommendations for multiple stakeholders including state education officials, directors of schools, district leaders, human capital, professional development leaders, district leaders, and selected principal mentors..
Author: Bryan Martyn
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 0
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The purpose of this phenomenological study is to explore the shared experiences of novice school principals’ mentor training and to gain an understanding of the experience of peer educators. This dissertation employed a qualitative case study methodology to interview Arizona principals with less than three years of experience who did not receive district-provided, formal mentorship training during their first years as principals to determine their experiences and support needs. I assessed the current literature on inexperienced principal mentorship programs in the United States via the lens of Kram’s Mentoring Model and then linked this literature to the principals’ reported concerns. In this study, I made conclusions about the practice of Arizona school principals and the potential development of formal mentorship programs at the district level using interview data. I investigated the challenges faced by inexperienced principals in Arizona, as well as the suggested inputs, processes, outputs, and potential outcomes if the proposed program were implemented. Using the principal participants as improvement partners, a program theory coaching model was created to facilitate the transition and success of new Arizona principals. The study identifies the perceived value of principal mentorship and many of the challenges associated with the current mentoring models in Arizona. The study concludes with suggestions for a wide range of stakeholders, including state education authorities, school directors, district executives, human resources, career development executives, district executives, and a select group of principal advisors.
Author: Michelle H. Pegram
Publisher:
ISBN:
Category : Experiential learning
Languages : en
Pages : 141
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Author: Darryl A. Stevenson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author:
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Category :
Languages : en
Pages :
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Mentoring is a useful tool in the induction of any new professional. However there has been only limited research in the mentoring of new principals or assistant principals, and few school districts have induction or mentoring programs for novice assistant principals. This study examines one aspect of a mentoring program for new assistant principals in a large southeastern school district. It is an intrinsic case study of novice assistant principals' perceptions of the mentoring relationship and its formation. Data was collected through focus groups of mentors and novices, observations of assistant principal mentors meeting with novice assistant principals, and interviews with a sample of novices and mentors. Following data collection, findings were cross-validated with a survey of the larger cohort of novice assistant principals (n=32). Findings affirm earlier research with principals (NAESP, 2003; Playko, 1990). Novice assistant principals described the mentoring relationship as 'helpful' and 'supportive, ' however they stated that time and proximity were barriers to the formation of a 'close, personal relationship.' Some novices sought out mentors in their own buildings and tapped cohorts from their Masters in School Administration programs for support. Future research is suggested in the development of the mentoring relationship, to examine both the mechanics of the process and the interpersonal skills necessary to create and sustain a positive mentoring relationship. Though there are no claims of generalizability from this intrinsic case study it appears that the perceptions of novice assistant principals share common characteristics with the perceptions of principals that mentoring is a benefit during the induction of new administrators. Given the future need for instructional leaders for our schools and the rapid succession of many assistant principals into the principalship, school districts are encouraged to consider the modest investment necessary to implem.
Author: Teri Marie Preisler
Publisher:
ISBN:
Category :
Languages : en
Pages : 151
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This dissertation examines the perceptions of the participants in the Institute of Engaged Principal Leadership at the start and conclusion of their first year of sessions. The study used a single case study qualitative research approach incorporating semi-structured interviews questions, researcher observations, and review of documents throughout the 2012-2013 initial year of the Institute. The results indicate themes of growth within the participants' beliefs, confidence, focus on equity and student-centered school climate, and a need for networking within the educational leadership roles. Based upon these results, recommendations are provided for future Institutes as well as preparation programs for teachers and principals.
Author: Bryan Andrew Denton
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 384
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This study examined the perceptions of novice principals in terms of their readiness for the principalship. Further, the study sought to ascertain what previous experiences the novice principals believed were contributors to their readiness as well as to identify suggestions novice principals would make to improve the readiness of novice principals. The researcher used a qualitative approach to conduct the study. The qualitative data were obtained through the use of a questionnaire and personal interviews. The open-ended interview questions asked participants to identify what previous experiences helped them be ready for the principalship and how those experiences contributed to their readiness. Interview questions also asked participants to identify the areas of responsibility in the principalship for which they felt most and least ready. The research questions examined (a) How do novice principals rate their sense of readiness; (b) What experiences do novice principals feel were contributors to their readiness; and (c) What suggestions do novice principals have to enhance their readiness? Data analysis showed that novice principals had mixed opinions as to their initial readiness, with all participants acknowledging they were not as ready as they would like to have been. In addition, participants highlighted several previous experiences that contributed to their readiness, in particular their service as an assistant principal and life experiences that preceded their administrative career. Other experiences included mentor relationships, university preparation, and district-based leadership development programs. Participants offered many suggestions for how to improve principal readiness, with the greatest emphasis being place on the preparation of assistant principals for the principalship.
Author: Phyllis A. Gimbel
Publisher: Rowman & Littlefield
ISBN: 1475853459
Category : Education
Languages : en
Pages : 109
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Book Description
Leadership Through Mentoring: The Key to Improving the Principals Confidence and Skill lays out the case for the development of robust mentorship programs to support new school leaders. With principal turnover at an all-time high, it is urgent that schools and districts find ways to help newly appointed leaders grow into effective supervisors, managers, and strategic thinkers who can also find personal and professional satisfaction in their careers. Using examples from several established and successful state programs, Leadership Through Mentoring shows how new school leaders’ effectiveness, vision, and engagement can be grown through intentionally designed and executed programs that offer supportive guidance and wise counsel from experienced leaders. Thoughtfully created and appropriately resourced, such programs can pave the way to longer and more successful principal tenures, which research shows lead directly to significant improvements in schools’ cultures, educational efficacy, and teacher and student performance. This is a book for leaders and governing bodies in all kinds of schools.
Author: Annette L. Breaux
Publisher:
ISBN: 9780962936043
Category : Education
Languages : en
Pages : 0
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Discusses the importance of training, supporting, and retaining new teachers, presents a step-by-step process for structuring an induction program, and features a list of replicable induction programs.
Author: Marty Kent Simmons
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 122
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Author's abstract: The purpose of this qualitative research study was to understand the value of formal leadership preparation programs as described by novice principals. The study focused on the lived experiences of the eight principals and their reflection of their formal leadership preparation experiences as they transitioned into the role of principal. Through a series of semi-structured interview questions, individual responses revealed leadership preparation experiences were beneficial and highly valued by novice principals. Formal experiences such as internships, mentoring relationships, shadowing experiences and educational leadership coursework were described as building blocks for novice principals. The results of this study state that leaders must know, understand, and do what is needed to impact student achievement. The implications of this study rest in the hands of the numerous stakeholders that stand to gain future leaders who are more than adequately prepared to effectively improve our schools and learning communities.
