A district school board's induction program for new administrators: a study of the effectiveness of the mentoring component
The purpose of this study was to explore the effectiveness of the mentoring component of a large school board's induction program for new school administrators. A mixed methodology was implemented. The data were collected through an e-mail questionnaire, a focus group interview, and one-on-one semistructured interviews with new school administrators and mentors who participated in the induction program within the last 2 years. The results of this study provide evidence that there are some limitations to the mentoring component of this school board such as an inconsistent matching process of mentors and proteges across the school board; the lack of time and training of mentors; the lack of communication between mentors and proteges; and unclear expectations of the mentoring program. Modifications of the program are needed in order to nurture and develop new principals and new vice-principals in their roles. Recommendations are made to enhance the mentoring program. With the large number of new administrators arriving in the school system over the last few years and the large number of retirements expected by the end of the decade, an effective mentoring program will provide support for new principals and vice-principals and serve as an incentive to entice aspiring leaders into the administrative role.