A Phenomenological Investigation into the Impact of Mentorship on the Self-Efficacy of Novice Principals

Research suggests that nationally only half of beginning principals remain in the same job between their first and fifth year as principal. For the full implementation of largescale change, which includes the recruitment, retention, and overall capacity-building of staff, research suggests that principals must be in place for at least five years. There are complexities and demands inherent in leading students, staff, parents, and the community, and mentorship programs enable beginning principals to manage these challenges with more confidence. The purpose of this qualitative phenomenological study was to understand the phenomena of principal mentorship from the perspectives of six active elementary and middle school principals with less than five years of experience within a large suburban school district. In addition to these K–8 principals, an experienced mentor was included to provide a context for his or her role in supporting novice principals. An interview was also conducted with the Assistant Superintendent for Campus Services. Through the analysis of the participant responses, the findings indicated that mentoring had a positive impact on the growth and development of self-efficacy in novice principals. While some school districts do offer informal mentorship programs through a district hierarchy, this study provided evidence of the need for a more formal mentoring model that includes retired principals. Recommendations include a plan of implementation that will present school districts with a guide to improve principal self-efficacy during their first five years in the profession. The results of this study directly impact the leadership development of school principals within their first three to five years in the position.

Grantor dc:publisher

Creighton University

Year dc:date.issued

2019

Author dc:creator

• Messer, Kent

Advisor dc:contributor.advisor

• Stine-Cheyne, Kelleen

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/122822

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/122822