A formal administrator mentoring program: Perceived learning benefits and insights into leadership well-being

Proceedings of ‏The 3rd International Conference on Advanced Research in Education, Teaching and Learning

Year: 2020

DOI: https://www.doi.org/10.33422/3rd.aretl.2020.12.112

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A formal administrator mentoring program: Perceived learning benefits and insights into leadership well-being

Lori A. Connery and William C. Frick

ABSTRACT: 

The purpose of this research was to investigate a formal principal mentoring program and report on the perceived learning benefits and participant well-being from participating and highlighting aspects of the mentoring relationship evidenced in the explicit and intentional development of school leaders. This empirical investigation used qualitative-naturalistic inquiry methods. Data were collected primarily through in-depth, focused participant interviews. The findings of this study revealed both the “what” and “how” of perceived benefits within formal mentoring relationships under the direction of a state-wide programmatic initiative. Of particular interest was the role of social learning through reflective activity and results of occupational well-being. A truthful representation of aspects of mentoring relationships between novice and mentor principals within formal programming provided insights into how novice learning supports their well-being. Implications for the development and retention of principals are considered.

Keywords: administrative mentoring, professional learning, principal development, occupational well-being.