Abstract:
A looming attrition rate, a steady increase in the number of women in
administration, and a lack of Canadian research all provided the rationale for this study.
The problem in this study was to investigate the needs and challenges of new female
administrators and to examine the role that mentors play in addressing these issues. This
study also explored the perceived benefits of having a mentor.
This study examined the inductive year of 33 female administrators from 3
Ontario school boards. It was a qualitative and quantitative design, using questionnaire
and interview data. It was found that the majority felt that they struggled with biases and
expectations that were gender specific. The challenges that were perceived to be most
prevalent were categorized into 4 thematic areas: Maintaining Balance, Feeling
Pressured, The Perceptions of Others, and Being Challenged by Others. Regarding the
benefits of mentoring, the participants perceived mentoring to be most beneficial in terms
of professional growth, followed by learning how to run a school, and then career
advancement.
The significance of this study was threefold: it had theoretical implications as well
as implications for practice and future research. Suggestions included: facilitating
longitudinal relationships, having the board become more actively involved in facilitating
the relationship, and implementing an internship program. This study attempted to extend
the current literature by theorizing that a mentorship is cyclical in nature. Future research
could include program design and implementation, as well as providing consistent and
accessible mentoring opportunities for all.
