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.
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