National principal mentoring: does it achieve its purpose?

Abstract

Purpose

The purpose of this paper is to examine the perceived efficacy of a US-based national principal mentor training program.

Design/methodology/approach

A sample of 370 protégés who received services from principal mentors in a national mentor internship program were invited to complete an electronic survey. Responses were obtained from 54 protégés.

Findings

The 54 respondents rated the mentor program highly, indicating that mentors were well prepared, good listeners, and instrumental in strengthening their instructional leadership.

Research limitations/implications

This study provides preliminary information on the perceived efficacy of the program. To more fully understand the needs of new principals and the value of varying mentor approaches, follow-up interviews, a research design that provides for data to be disaggregated by specific mentor trainers and dates/locations of training sessions, and comparative data from protégés supported by mentors prepared by other programs are needed.

Practical implications

Protégés reported high job satisfaction and recommended the program to others.

Originality/value

New principals reported that the principal mentoring was critical to their adjustment and success during their first year. This is the only known principal mentor program requiring a nine-month internship. The outcomes revealed the value of evaluating perceptions of protégés for continuous quality improvement.

Citation

Sciarappa, K. and Y. Mason, C. (2014), "National principal mentoring: does it achieve its purpose?", International Journal of Mentoring and Coaching in Education, Vol. 3 No. 1, pp. 51-71. https://doi.org/10.1108/IJMCE-12-2012-0080