Formal principal mentorship on high school assistant principals
Bollier, Timothy Dean
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The purpose of this study was to examine how formal assistant principal mentorship impacts school leadership. A qualitative case study was used to understand how formal assistant principal mentorship impacted each of the participants. The theoretical framework was gleaned from symbolic interactionism, as the data from each of the interviews was analyzed, coded, and categorized. The constant comparative method was used to analyze data, which was generated based on two semi-structured interviews. The trends that emerged from the cross case analysis were as follows: (1) Formal mentorship prepared assistant principals for school administration as they became more effective, having a greater sense of efficacy, for their jobs, (2) Formal mentorship provided assistant principals with a framework that they needed to become acclimated to their role as a school leader, (3) Formal mentorship gave assistant principals the knowledge and skills needed to make instinctual decisions by applying principles of job-embedded learning, or on-the-job training, and (4) Formal mentorship provided assistant principals with just-in-time training that enabled them to be successful in their first and second years as a school leader. Findings from this study indicate that formal assistant mentorship has the potential to provide assistant principals with the support and guidance that they need to be prepared for their first and second years on the job. One of the implications for further research indicates that studies should focus on taking the findings to scale by studying a larger population of assistant principals to validate the findings of this study.
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