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dc.contributor.authorRhett, Michael Anthony
dc.date.accessioned2014-03-03T21:26:19Z
dc.date.available2014-03-03T21:26:19Z
dc.date.issued2004-08
dc.identifier.otherrhett_michael_a_200408_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/rhett_michael_a_200408_edd
dc.identifier.urihttp://hdl.handle.net/10724/21955
dc.description.abstractThe study examined the perspectives of two new principals and the mentoring they received from their former principals. The researcher sought to uncover the kinds of support the principals provided to the participants, two elementary school principals from a large district in Georgia, to determine how this assistance prepared them for the principalship. Data were obtained from interviews with the principals and the data were then analyzed using the constant comparative method. The data obtained from each case were analyzed individually and then across cases in which the following common themes emerged: 1) A sense of empowerment was derived from the mentoring experience, 2) Practical experiences from the mentoring experience were important to the assistant principals when they assumed the principalship, 3) A sense of trust emerged in the mentoring relationship. Findings indicated that the mentoring relationship between the assistant principal and the principal was an important factor in the preparation of these principals before they assumed the position of the principalship. Practical experiences during the mentoring experiences enabled the principals to make a better transition into the principalship.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAssistant principal
dc.subjectMentoring
dc.subjectPrincipal preparation
dc.titleNew principals' perspectives about the mentoring they received from their former principals
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentEducational Leadership
dc.description.majorEducational Leadership
dc.description.advisorSally J. Zepeda
dc.description.committeeSally J. Zepeda
dc.description.committeeJohn Dayton
dc.description.committeeC. Thomas Holmes


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