Implications of a shadowing/mentoring programme for aspiring principals

Abstract

Purpose

The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the principalship.

Design/methodology/approach

The research design is a qualitative evaluation of the shadowing/mentoring component of a principal preparation programme. The experiences of 13 individual aspiring principals who had taken part in the programme were explored using semi-structured interviews.

Findings

The shadowing/mentoring component of this programme allowed the aspiring principals to gain an understanding of the complexity of a principal’s role by shadowing and being mentored by experienced principals in a range of New Zealand schools. In addition to providing them with a network of effective principals, the experience led the aspiring principals to reflect on their leadership development.

Research limitations/implications

The study drew on a small sample of 27 students enroled in the programme, 13 of whom were included in the data collection process.

Originality/value

This study presents the views of aspiring principals who valued the opportunity to relate theory to practice as part of a post-graduate programme.

Citation

Service, B., Dalgic, G.E. and Thornton, K. (2016), "Implications of a shadowing/mentoring programme for aspiring principals", International Journal of Mentoring and Coaching in Education, Vol. 5 No. 3, pp. 253-271. https://doi.org/10.1108/IJMCE-03-2016-0031