The professional demands on today’s school principal are varied and expansive, and as a result, relevant training and preparation is of utmost importance. Because of these rising demands, principal turnover is not uncommon, especially in low-SES schools. Formalized and strategic principal mentoring, however, has been shown to reduce principal attrition, keeping leaders in their roles and contributing to increased student achievement. This quantitative study examined the responses from school leaders on their experiences in a statewide principal mentoring program and analyzed the connection, in relation to their administrative peers, between their experience as a protégé and their status as a leader in a low- SES system. While no statistical correlation was found between the low-SES status of a leader’s school system and their satisfaction with a statewide mentoring program, leaders did affirm mentoring as a strategy in improving instructional leadership and the value in relational aspects of the program.
","abstract_html":"<p>The professional demands on today’s school principal are varied and expansive, and as a result, relevant training and preparation is of utmost importance. Because of these rising demands, principal turnover is not uncommon, especially in low-SES schools. Formalized and strategic principal mentoring, however, has been shown to reduce principal attrition, keeping leaders in their roles and contributing to increased student achievement. This quantitative study examined the responses from school leaders on their experiences in a statewide principal mentoring program and analyzed the connection, in relation to their administrative peers, between their experience as a protégé and their status as a leader in a low- SES system. While no statistical correlation was found between the low-SES status of a leader’s school system and their satisfaction with a statewide mentoring program, leaders did affirm mentoring as a strategy in improving instructional leadership and the value in relational aspects of the program.</p>","abstract_has_math":false,"creators":["Portwood, Michael"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Christine Nelson","Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-06-01T07:00:00Z","date_published":"2021-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["principal","mentor","mentorship","protege","socioeconomic","SES","coach","coaching","IPA","Adult and Continuing Education Administration","Educational Leadership","Other Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/579","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Christine Nelson","Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Portwood, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-06-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["principal","mentor","mentorship","protege","socioeconomic","SES","coach","coaching","IPA","Adult and Continuing Education Administration","Educational Leadership","Other Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/579"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The professional demands on today’s school principal are varied and expansive, and as a result, relevant training and preparation is of utmost importance. Because of these rising demands, principal turnover is not uncommon, especially in low-SES schools. Formalized and strategic principal mentoring, however, has been shown to reduce principal attrition, keeping leaders in their roles and contributing to increased student achievement. This quantitative study examined the responses from school leaders on their experiences in a statewide principal mentoring program and analyzed the connection, in relation to their administrative peers, between their experience as a protégé and their status as a leader in a low- SES system. While no statistical correlation was found between the low-SES status of a leader’s school system and their satisfaction with a statewide mentoring program, leaders did affirm mentoring as a strategy in improving instructional leadership and the value in relational aspects of the program.
"]},{"key":"dc:title","label":"Title","values":["THE IMPACT OF SCHOOL SOCIOECONOMIC STATUS ON THE EFFECTIVENESS OF A STATEWIDE PRINCIPAL MENTORING PROGRAM"]}]}],"canonical_facts":{"dc:contributor":["Christine Nelson","Elizabeth Minor"],"dc:creator":["Portwood, Michael"],"dc:date.available":["2021-06-23T07:00:00Z"],"dc:description.abstract":["The professional demands on today’s school principal are varied and expansive, and as a result, relevant training and preparation is of utmost importance. Because of these rising demands, principal turnover is not uncommon, especially in low-SES schools. Formalized and strategic principal mentoring, however, has been shown to reduce principal attrition, keeping leaders in their roles and contributing to increased student achievement. This quantitative study examined the responses from school leaders on their experiences in a statewide principal mentoring program and analyzed the connection, in relation to their administrative peers, between their experience as a protégé and their status as a leader in a low- SES system. While no statistical correlation was found between the low-SES status of a leader’s school system and their satisfaction with a statewide mentoring program, leaders did affirm mentoring as a strategy in improving instructional leadership and the value in relational aspects of the program.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/579"],"dc:subject":["principal","mentor","mentorship","protege","socioeconomic","SES","coach","coaching","IPA","Adult and Continuing Education Administration","Educational Leadership","Other Educational Administration and Supervision"],"dc:title":["THE IMPACT OF SCHOOL SOCIOECONOMIC STATUS ON THE EFFECTIVENESS OF A STATEWIDE PRINCIPAL MENTORING PROGRAM"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}