Dissertations / Theses: 'Mentoring in education School principals'

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James, Donald C. "The Feasibility of Effective Online Mentoring of School Principals /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Jones, Marva Kay. "The Impact of Mentoring on First Year Principals." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1421010561.

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Kiley, Wendi J. "The Impact of Principal Mentoring Programs on the Moral Judgment of School Principals." Thesis, Indiana University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268470.

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This research addresses moral decision making and the experience of public school principals. It also explores the possible influence mentoring has on principals’ abilities to confront complex decisions when clear ethical choices do not exist. This study incorporates a survey methodology, exploring the relationship between principal mentoring programs and schemas of morality in principals’ decision making. I used the Defining Issues Test-2 (Bebeau & Thoma, 2003; Rest & Narvaez, 1998) as the quantitative measurement tool to assess moral reasoning in this study. The survey also included questions about mentoring experiences and principal demographics. The DIT-2 uses the following three moral schemas that Rest (1973) identified: Personal Interest Schema, Maintaining Norms Schema, and Postconventional Schema. Rest based the three schemas on Kohlberg’s (1958) moral development theory, which provides a framework for understanding various levels of moral judgment. The first part of my research involves determining the moral schemas principals use when making moral judgments. Principals in various studies have not only identified a need to improve moral judgment, but also areas of improvement that would most benefit them (Dempster and Berry, 2003; Drago-Severson, 2012; Henry, 2010). As a result, the second part of my research explores how principal mentoring programs with an ethics component impact moral judgment in principals.

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Thambekwayo, Musa A. "Investigating mentoring as a form of social learning for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20150.

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Thesis (MEd)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Mentoring as a professional development strategy forms an integral part of the Advanced Certificate: School leadership that was introduced in 2007 by the National Education department as an entry qualification in the school principalship. The Advanced Certificate in Education: School Leadership is aimed at capacitating school leaders to address the challenges experienced by school principals. The primary objective of this study was to investigate whether the mentorship component of the course is experienced as a form of social learning by the candidates. To achieve this goal, open-ended questions were prepared and administered during semi-structured interviews with the school principals who have been mentored within the ACE programme. The interviews were conducted to ten (10) participants including principals, deputy principals and heads of departments (school level) within the Gert Sibande District (Mpumalanga Province). The investigation highlighted that principals do indeed experience mentoring as a form of social learning. This was confirmed by the statements given by the interviewed principals that their learning was based on learning from each other through observation and engagement as well as through their mentors. This learning is confirmed by Bandura’s Social Learning Theory (1977) which suggests that learning takes place through observation and positive behaviour of the mentor. Based on the findings, the main recommendations were that mentorship, as social learning, should be extended to all school leaders and ultimately to school educators, that a mentoring unit should be based at each district office, that the selection of mentors should be carried out carefully so that protégés could benefit maximally and that the period of mentoring should go beyond merely being a component of an academic course.
AFRIKAANSE OPSOMMING: Mentorskap as ‘n professionele ontwikkelingstrategie vorm ‘n integrale deel van die Gevorderde Onderwyssertifikaat: Skoolleierskap wat in 2007 deur die Nasionale Onderwysdepartement as ‘n toetree-kwalifikasie vir skoolhoofde ingestel is. Die Gevorderde Onderwyssertifikaat: Skooleierskap is gerig op die kapasitering van skoolleiers om die uitdagings wat die posisie van Skoolhoof meebring aan te spreek. Die primêre doelwit van die studie was om vas te stel of die mentorskapkomponent van die kursus deur kandidate as ‘n vorm van sosiale leer ervaar word. Om die doel te bereik is oopvrae voorberei en geadministreer tydens semi-gestruktureerde onderhoude met skoolhoofde wat as deel van die Gevorderde Sertifikaat: Skoolleierskapkursus gementor is. Die onderhoude is gevoer met tien skoolhoofde, adjunkhoofde en departementshoofde van die Gert Sibande distrik (Mpumalanga). Die ondersoek het aan die lig gebring dat skoolhoofde wel die mentorskapproses as ‘n vorm van sosiale leer ervaar. Hierdie aspek is bevestig deur die respons van skoolleiers dat hulle van mekaar geleer het deur observasie en braadslaging asook deur die modelering van mentors. Diè vorm van leer strook met Bandura se Teorie van Sosiale Leer (2007) wat die idée onderskryf dat leer plaasvind deur observasie en modelering van positiewe gedrag van die mentor. Gebaseer op die bevindinge is die hoof aanbevelings wat in die studie gemaak word dat mentorskap, as sosiale leer, uitgebrei behoort te word na alle skoolleiers en uiteindelik na alle onderwysers, dat ‘n mentorskapeenheid by elke distrik gebaseer behoort te word, dat die keuring van mentors omsigtig moet geskied sodat protégés maksimaal voordeel trek en dat mentorskap verder moet strek as bloot ‘n komponent van ‘n akademiese kursus.

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Gettys, Susan G. "The role of mentoring in developing beginning principals' instructional leadership skills." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4854.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

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Spear, Lorna L. "Mentoring the emotional dimensions of leadership : the perceptions of interns /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7785.

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Perkins, Arland Early. "School Principals’ Sources of Knowledge." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2353.

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The purpose of this study was to determine what sources of professional knowledge are available to principals in 1 rural East Tennessee school district. Qualitative research methods were applied to gain an understanding of what sources of knowledge are used by school principals in 1 rural East Tennessee school district and the barriers they face to using knowledge sources. This study questioned whether these resources are adequate for, accessible to, and used by school principals. In this study I examined principals’ perceptions of the need for a district-led mentoring program. The study first consisted of a preliminary data collection procedure. Ten of the school district’s principals completed a demographic questionnaire and list of survey questions developed from the 4 research questions and elements of the literature review. These data were reviewed by the researcher in order to categorize the respondents’ responses into meaningful demographic data. The final data collection procedure involved 6 principals chosen to complete face-to-face interviews consisting of open-ended questions developed from an initial interview protocol. Results indicated the principals’ examples of seeking knowledge and information from data sources, collegial professionalism, readings of research and literature, and professional development. The principals presented evidence that they embrace teaching and learning within their roles as school principals. The 2 areas on which the principals focused their concerns were time and the current state department educational reforms. The principals provided recommendations for a future district-wide principal mentoring program.

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Cobble, Martha M. "A descriptive study of relationships between assigned mentors and proteges in a preservice program for the preparation of school principals /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10022007-145222/.

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Hall, Lorraine Weisser. "A study of mentoring and the acquisition of the elementary principalship." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1475.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains ix, 142 p. Includes abstract. Includes bibliographical references (p. 104-131).

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Swift, Candice E. Lugg Elizabeth T. "Impact of the Illinois Principals Association Administrator Mentoring Program on the professional practice of new administrators." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196675.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Elizabeth Lugg (chair), Al Azinger, Paul Vogt, Fred Singleton. Includes bibliographical references (leaves 83-87) and abstract. Also available in print.

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Gannell, Gary. "More than a calling the experiences of new principals in Christian schools in New South Wales /." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050111.102346/index.html.

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Derrick, Lamandren A. S. "Exploring Mentoring Relationships Between African American High School Males And African American Male Principals." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360.

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Saunders, Godfrey Eugene. "Principals' perceptions of mentoring in Montana's AA, A and B high schools." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/saunders/SaundersG0508.pdf.

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Mentoring programs have become a popular source of training and professional development for high school principals over the past few years (Darish, 2001). However, there is little research which investigates the types of mentoring support these programs provide and the effectiveness of this support (SREB, 2007). This mixed methods study was undertaken to determine the frequency of mentoring support that high school and assistant principals in Montana's AA, A and B schools experienced during their beginning years as building administrations. In addition, this study also investigated principals' perceptions of the main sources of mentoring support and to describe the support strategies that principals used in the absence of mentoring. One hundred and twenty-two high school principals and assistant principals were sent the School Administration and Leaderships Skills Inventory (SALSS) (Stout, 2001) and asked to rate their perceptions of mentoring support during their novice years as building administrators. Results from this research found that when averaged across the ISLLC Leadership Skill domains, 95% of lead principals and assistant principals indicated that mentoring support would have been beneficial during their induction years as building administrators. Follow-up interviews were conducted with five principals were to more fully understand the sources of administrative support that were available to the support strategies that they used in the absence of mentoring. Results from semistructured interviews identified, "Supportive Peer Administrators", "Personality Traits", "Self-Development" and "Experience" as themes that described principals' sources of administrative support. "Creating Supportive Relationships", "Reflection", and "Supportive Peer Administrators" were the themes that principals collectively used to describe the support strategies they used in the absence of formal or informal mentoring. Results from this study suggest that there is a lack of mentoring support networks novice high school principals practicing in the state of Montana. Findings from this research suggest that Montana's school districts and the university principal preparation programs need to make a concerted effort to establish formal mentoring programs for new school administrators. It is recommended that these organizations work collaboratively to mentoring support networks for novice principals and to use the findings from this study to guide those efforts.

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Colson, Sharon Renea. "Elementary teacher mentoring in a rural Georgia school system the impact on teacher retention and the implication for elementary school principals /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/sharon_r_colson/colson_renea_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 108-114) and appendices.

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Keller, Fred W. "The personal and contextual variables affecting the relationships between mentors and proteges in a regional program for the preparation of principals." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164851/.

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Thobi, Lepono Desmond. "Developing an induction and mentoring programme to assist newly appointed principals in selected education districts in the Free State province." Thesis, Welkom : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/24.

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Thesis (Ph.D.) - Central University of Technology, Free State, 2010
Newly appointed principals are facing enormous challenges as managers of their schools today. When they are first appointed, many begin their work with a lot of uncertainty, anxiety and frustration due to lack of assistance, guidance and support. As principals of schools, newly appointed principals are expected to perform to the best of their ability in order to ensure that their schools succeed and achieve the best possible results. The constant changes in education require the newly appointed principal to adapt to these changes and to acquire the necessary knowledge and skills in order to implement the policies, regulations and procedures. Without proper guidance and support most newly appointed principals are unlikely to succeed. It is therefore necessary that these principals are exposed to induction and mentoring opportunities in order to capacitate them and enhance their performance and their competencies. Newly appointed principals should first be exposed to an induction programme after their arrival at work. The induction programme should subsequently be followed by a mentoring programme whereby a mentor is assigned to the newly appointed principal. The purpose of this study is to develop an induction and mentoring programme to assist newly appointed principals in selected education districts in the Free State province. The qualitative approach is used in this study as it seeks to represent reality from the perspectives of the participant, without interfering with or biasing that perspective, in their own words and using their own concepts. To analyse data for this study the researcher used coding in order to categorise data into themes. The findings of this study reveal that all the schools do not have a policy for the induction and mentoring of newly appointed principals. The study also revealed that schools did not have a formal induction and mentoring programme and as a result, there were not enough induction and mentoring opportunities for new principals in their first year as principals. It was also found that no monitoring and evaluation was done due to lack of formal programmes in the schools. It is recommended that a policy for the induction and mentoring programme be formulated in schools. Those responsible for inducting and mentoring newly appointed principals must ensure that the programme is properly managed in order for it to succeed. The induction and mentoring programme should be thoroughly planned in order to meet the needs of the newly appointed principals. Before implementing any programme it is essential that the training needs of newly appointed principals are identified. These needs should then be prioritised in relation to the needs they are intended to serve. The induction programme should have carefully formulated objectives so that the programme can address the needs of newly appointed principals appropriately. It is important therefore that this programme be monitored at all times in order to ascertain whether it is meeting the objectives of the programme. The induction and mentoring programme for newly appointed principals should be evaluated at the end in order to determine the success and impact of the programme on newly appointed principals.

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Wong, Wing-wood. "A study to reflect the induction practices in some secondary schools in Hong Kong : from the principals' and the teachers' perspective /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598187.

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Cobble, Martha M. "A descriptive study of relationships between assigned mentors and proteges in a preservice program for the preparation of school principals." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/39519.

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Marks, Lawrence Neil. "Perceptions of High School Principals and Senior Army Instructors Concerning the Impact of JROTC on Rates of Dropout and Transition to College." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etd/856.

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The purpose of this study was to determine the perceptions of high school principals and their Junior Reserve Officers’ Training Corps (JROTC) senior Army instructors about the cost effectiveness and value of JROTC in impacting dropout and transition-to-college rates at their schools. The purposeful sample for this study included principals and senior Army instructors at three high schools, two in northwest North Carolina and one in northeast Tennessee. The research investigated the per-student costs for the operation of the JROTC programs; the dropout rates for JROTC and non-JROTC students; the transition-to-college rates for JROTC and non-JROTC students; and the perceptions of the administrators as to the value and cost effectiveness of JROTC in impacting dropout and transition rates. The study found that the average annual JROTC program cost was $731 per student; JROTC students had a dropout rate of 22.2% and the non-JROTC students had a dropout rate of 21.2%; and, 52.4% of JROTC students indicated that they would transition-to-college, and 84.6% of non-JROTC students indicated that they would transition-to-college. The administrators’ perceptions were evaluated in pretest posttest scenarios utilizing first a 30 question survey employing a Likert-type scale from “strongly agree” to “strongly disagree.” The administrators were then interviewed using a semi-structured format. Principals and senior Army instructors stated that their JROTC programs were cost-effective in reducing the dropout rates and increasing the college attendance transitioning rates at their schools. In general, principals perceived a higher value for their JROTC programs than did the JROTC senior Army instructors.

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Wong, Wing-wood, and 王榮活. "A study to reflect the induction practices in some secondary schools in Hong Kong: from the principals' and theteachers' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959106.

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King, Nardos Eleanor. "An Examination of the Effectiveness of the 30/30 Program on High School Students' Academic Performance, Attendance, Behavior and On-Time Graduation." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70910.

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In recent years, many at-risk high school students are showing minimal academic achievement. At-risk students in the United States have been described as a population that needs proper guidance and attention (Ladson-Billings, 2006). The purpose of this mixed methods study was to assess the effectiveness of the 30/30 Program in increasing students academic achievement, school attendance, behavior, and on-time graduation rate (4 years). The 30/30 Program is a mentoring program that was developed by the principal of a public high school. The 30/30 Program was staffed by five adults who worked with 30 at-risk students from the beginning of their sophomore year until graduation, i.e., 30 months. The program was designed to help at-risk students increase their chances of graduating on time. Academic performance (Grade Point Average), school attendance, behavior, and graduation data were collected from freshman year to senior year. The study utilized a longitudinal, non-experimental research design to determine whether the group who participated in the 30/30 Program had greater improvements in academic performance, school attendance, behavior, and graduation rate than a group of 20 at-risk students who were eligible for the program but did not participate. No significant differences in the groups were found in the academic performance or attendance records at baseline (freshman year) or in any of the three subsequent years. While the intervention group had high baseline behavior incidents (38) compared to the comparison group (6), the number modulated in the following two years to 19 and 23, respectively, and ended lower for the senior year (4). After the baseline year, the comparison group had similar numbers of behavior incidents to those of the intervention group. The graduation rate was not significantly different for the groups. While the results were disappointing, it may be that the intervention group's high number of behavior incidents at baseline indicates a group at greater risk for academic performance than the comparison group who may have achieved and attended more readily even without the help of the 30/30 Program.
Ed. D.

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Peters, April Lynette. "A case study of an African American female principal participating in an administrative leadership academy." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060955233.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xv, 274 p. Includes bibliographical references (p. 219-228). Available online via OhioLINK's ETD Center

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Washington, Michelle Latrice. "Supporting the Professional Needs of Alternatively Certified Secondary Education Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2772.

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The reliance on alternative teacher certification to address teacher quality and quantity is an educational issue worthy of study because non-traditionally prepared teachers fill the nation's classrooms. This qualitative case study explored the experiences of secondary education teachers with no preservice training who earned a professional educator certificate in Alabama through the alternative baccalaureate-level program. The central research questions of this study related to the professional needs of alternatively certified teachers and how educational leaders supported those professional needs. The conceptual framework of this project study included the National Research Center for Career and Technical Education's differentiated induction model based on technical pedagogy and collegial support to address teacher quality and attrition. The qualitative data were gathered through a series of interviews with 6 alternatively certified secondary education teachers using specific protocols. Transcribed data were coded for a priori themes aligned to the research questions, and coded data were analyzed for trends and patterns. The results indicated that the participants perceived support from administrators and teacher leaders as important to their professional development and effectiveness. As a result of this study, a professional development training program was developed for the study site to assist educational leaders in providing an induction program. Implications for positive social change include for school and district administrators to have a better understanding of the challenges that alternatively certified teachers face; they may also appreciate the importance of providing administrator support to improve teacher effectiveness, retention, and ultimately student achievement.

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Felicello, Stacia Patterson. "Morale for principals| Does mentoring make a difference?" Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620214.

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The current demands placed on administrators, specifically principals, have become progressively more complex due to litigation, pressure from parents, societal changes, internal workplace expectations, and more than ever, mandates levied from state and federal government. Support through mentorship may be one means to help administrators meet the demands. This study examines the extent, to which mentorship leads to increased morale and perceptions of autonomy, which the literature has shown are important attributes of effective school leaders. The conceptual basis for the focus on morale and autonomy derives from `sponsored mobility', a notion that leaders/managers follow a path into effective leadership that relies on a supportive and trusting relationship with experienced peers. This can be contrasted with `contest mobility', an approach that implies leaders' transition into effective leadership through competition, trial and error (Turner 1960). This study, then, searches for evidence of the associations between mentorship (sponsored mobility) and self-reports of higher morale and autonomy. Sponsored mobility, in some measure, has substantial impact on the overall school culture. Trusting and supportive relationships with experienced practitioners may well guide emerging school leaders in a more thorough manner than learning through trial and error in a competitive (contest mobility) phase of practice. This single study draws on two sources of evidence: responses to the O'Connell et al. (2005) survey, and guided discussion in focus groups of practicing school leaders in 2013. The study investigated the relationship between mentoring and administrator morale and autonomy through a secondary analysis of an earlier study combined with a focus group of currently practicing administrators. This study asked two main questions: 1. Is there a difference between the morale levels of mentored and non- mentored administrators? 2. Is there a difference between mentored and non-mentored administrators in their feelings of autonomy in their work? Of the study's findings, three are of interest. First, of those surveyed in 2005, a higher proportion of female school leaders than male school leaders reported having a mentor. Further, of those surveyed in 2005 who had mentors, female school leaders were more likely than male school leaders to report that the mentor significantly influenced the decision to become a principal. The latter finding was not borne out in focus groups, which differed in point in time (2013) from the population of school leaders surveyed in 2005. Focus group discussions revealed a feeling among practicing principals that mentors do have the effect of increasing morale and a sense of job autonomy. Third, focus group discussion uncovered social emotional needs as a possible distinguishable feature of the transition into effective leadership. Here, supported social emotional needs might join increased morale and a greater sense of autonomy as conditions for a successful, effective leader. Given the high turnover rate in K-12 administrative personnel, this study's findings helped elucidate a way to alleviate such swings. The findings contributed to what we know about the influence of mentoring on job morale and autonomy thus helped to inform policy, practice and perhaps will influence the design of preparatory programs for school administrators.

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Aycock, Marcella K. "The induction and mentoring of beginning Kansas Public School Principals /." Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.

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Van, der Merwe H. "In-house mentoring and school leadership : perceptions of well-performing primary school principals." Journal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/664.

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Published Article
A growing scholarship links good leadership with in-house mentoring. This article looks at how well-performing school leaders benefitted from the inhouse mentoring they received. The author reports on a qualitative investigation based on in-depth individual interviews with six primary school leaders from Gauteng, KwaZulu-Natal, Limpopo and Northwest Provence who were purposefully selected based on their receiving a national award for excellence in leadership. These awards were made by the Department of Basic Education in the category 'Excellence in primary school leadership'. The findings show that in-house mentoring benefitted participants holistically through behavioural, knowledge and skills acquisition. Behavioural acquisition included being humble and empathetic towards constructive work performance. Knowledge and skills acquisition related to sustaining the standard of teaching of core subjects, relying on committee input in a relational leadership approach and ensuring a dedicated teacher corps and positive parent involvement. The findings contribute to the discourse on inhouse mentoring for improved school leadership practice.

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Cramp, Ashley McCrary. "Opinions, Beliefs, and Attitudes, Including Perceived Value, that Virginia Principals and Assistant Principals Have Towards Mentoring for Their Job Assignment." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29329.

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There is ample research (Bova & Phillips, 1994; Cordeiro & Smith-Sloan, 1995; Daresh, 2002; Ginty & Gaskill, 1993; Playko, 1995; Riche, 1979) to demonstrate the need for and benefits of mentoring both in the business world and with first year teachers. Mentoring allows a more experienced person to work directly with a less experienced person. Some benefits of such a relationship can include knowledge transfer, increased learning, creation of a support network, a decrease in job stress and anxiety, and an opportunity for the protégé to learn the big picture. School administrators face an increasing number of challenges in a job where new responsibilities are created almost on a daily basis. Many states will experience a shortage of qualified administrative applicants for open positions. This shortage is due to the retirement in the next several years of many existing administrators in addition to a larger number of positions accompanying increased school enrollment. Many states are exploring ways to address this concern. The first is through a reevaluation of certification criteria (training). The second is through the development of mentoring programs for new administrators (keeping the administrators we have). However, there is little research available on the mentoring of new administrators. This study identified the existing opinions, beliefs, and attitudes, including perceived value that administrators have towards mentoring for their job assignment. Statistical significance was determined at alpha < .01 for each analysis of variance between the groups. There was one item on the survey where a statistically significant difference was found between gender; assessment and grading (p(F) = .007). There was one item on the survey where a statistically significant difference was found between principals and assistant principals; school management (p(F) = .008). There was one item on the survey where a statistically significant difference was found between administrators who have and have not served as a formal mentor; time for discussion together (p(F) = .003). There was one item on the survey where a statistically significant difference was found between administrators who have and have not served as an informal mentor; mentor at same school level (p(F) = .005). However, the final two items of statistical significance are from Section B of the survey. Section B had a reliability of Cronbach's alpha = .50 (see Table 1). Therefore, results of these items must be viewed with caution. It is important to note that 400 out of 414 (96.7%) individual item analyses found no statistically significant differences between the various groups.
Ed. D.

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Ndlovu, Sophia Madiekolo. "The role of circuit managers in the professional development of school principals." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65452.

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The research examined the professional development of principals in their Highveld Ridge East, H/Ridge West, Bethal, Lekwa West circuits. The purpose was to investigate the role of the circuit managers in the professional development of their principals. The main driver of the study was that in the current climate the emphasis is on student performance, and school leaders are held accountable for the quality of teaching and for how much learners learn. Society expects the principals to be accountable for learner performance and the quality of teaching. In the current national and state policy the assumption is that effective principal leadership is central to student achievement and is in fact the most powerful force for improving school effectiveness and for achieving excellence in education. The argument is made that according to the National Education Policy Act of 1996 and the National Policy Framework for Teacher Education, the Department of Education gives guidelines and points out the importance of teacher development. The study then investigates the role of circuit managers in the professional development of principals. The main research question and sub-questions were used to understand the participants’ perceptions and experiences of the phenomenon that is professional development. The methodology adopted in this study is qualitative which seeks to understand how circuit managers execute their responsibilities with regard to the professional development of principals. Data was collected by means of semi-structured interviews which involved three principals and four circuit managers. Literature revealed the need for circuit managers to be more empowered with skills to develop and support their principals. The misunderstanding about professional development leads principals to be unclear of the boundaries between their daily management tasks and professional development. Curriculum assistance and guidance were regarded as professional development.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted

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Yip, Heung-ling. "A study of kindergarten principals as mentors for initial teacher education." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42574912.

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Rutar, Pamela K. "Mentoring and Ohio School Superintendents." Ashland University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1229983074.

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West, Patricia A. "A Case Study of: The Formal Mentorships of Novice Principals in One School District." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/11102.

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There is increasing recognition of an impending shortage of educational leaders to fill vacant administrative positions. Consequently, interest in finding ways to support, guide, and retain novice principals has emerged. Mentoring is a popular and effective means of transferring knowledge from an experienced principal to a newly appointed one. Little attention, however, has been given to the process of formal administrative mentorships and how they can be shaped to meet the varied needs of new school principals. The purpose of this study was to explore the personal experiences of novice and veteran principals and the underpinnings of the formal administrative mentoring program in one local school district in Virginia. Seventeen principals were interviewed as participants in this case study. The study was implemented through the use of qualitative research methods of inquiry, including interviews with an administrator of the mentoring program, in-depth interviews with principals, and examination of available documents. This research presents the perspectives of both novice and veteran principals regarding the extent to which their formal mentoring experiences helped them. The data that emerged from this study demonstrated that the formal administrative mentoring experience provided the participants with a greater clarity of role, developed their understanding of the organization, thus facilitating their socialization into it, and helped with diminishing their feelings of isolation. The participants reported that mentoring helped increase their understanding of three major roles of the contemporary principal: (a) instructional leader; (b) school visionary; and (c) team builder. According to the novices, mentors helped them learn how to integrate into the school system through interaction with their communities and how to negotiate their needs within the school division. Novice principals' responses reflected ambivalence about this particular area of their mentoring experience and the help it afforded, however; their responses appeared to be related to their years of experience and the positions they had previously held in the division. Mentees and mentors alike reported that mentoring helped reduce their feelings of isolation through the development of camaraderie with one another as well as a network of colleagues. Most of the participants in the study reflected overall positive perceptions related to their formal administrative mentoring experiences.
Ed. D.

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Montreuil, Richard. "High school sports: The perspectives of the school principals." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27537.

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The Canadian School Sport Federation, responsible for interscholastic sport, provides a mission to extend physical and athletic development, as well as, moral and social development (Canadian School Sport Federation, n.d.). To reach this mission, participation is needed not only by the coaches, who's role is central to the athletes experience (Roy, Trudel, & Lemyre, 2001), but also the school principals. As part of a research program examining the practice of interscholastic sports, we conducted interviews with 11 school principals and documented 'who' are the high school principals i.e. documented their past experiences and their role and perspective regarding high school sports. The main results showed that (a) most school principals had experience in sport as an athlete or a coach, (b) being a physical education teacher often led to the position of school principal, (c) the principals were conscious of the importance of school sports, and (d) they preferred to select coaches from within their school. Keywords: school sport/interscholastic sports, school principal

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Christofferson, Christine Michelle. "Silent mentoring a school violence prevention program /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003christoffersonc.pdf.

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Snowden, Paula V. "Sex of elementary school principals by teachers' perceptions of student achievement, the school learning climate and principals' personalities." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/1727.

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This study was to compare the relationships among the teachers' perceptions of student achievement, the teachers' perceptions of the school learning climate, the teachers' perceptions of the principals' personalities and student achievement based on standardized test scores of male elementary principals versus that of the female elementary principals. Since there was no instrument available to measure the conceptual ideas in this study, an instrument was developed composed of thirty questions concentrating on student achievement, the school learning climate, and principal personality. Analysis of the data was made by using the SPSS. The instrument was subjected to Pearson Product-Moment Correlation and Factor Analysis. The Analysis of Variance was used with the standardized test scores. The findings of the study are: 1. Sixteen (16) achievement elements were significant for male administrators and four (4) were significant for female administrators. 2. Ten (10) climate elements were significant for male administrators and three (3) climate elements were significant for female administrators. 3. Eighteen (18) personality elements were significant for male administrators and seven (7) personality elements were significant for female administrators. 4. The Rotated Factor Matrix showed achievement, climate and personality had a communality as they were placed in factor two, and sex placed in factor three indicating that sex was independent of achievement, climate and personality. The conclusions are that the Pearson Product Moment Correlations showed no significant relationship between male and female principals (.001 level) as perceived by teachers on student achievement, school learning climate and principals' personalities. The Analysis of Variance showed no significance (.05 level) based on standardized test scores in reading, but did show significance (.05 level) based on standardized test scores in mathematics. It is recommended that a similar study be done utilizing the perceptions of 1) principals, 2) central office staff, and 3) parents, and that a similar study be conducted that would control the sex of the respondents

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Martinaz, G. Terry. "Developing mentoring teams for Sunday school leadership." Theological Research Exchange Network (TREN), 2004. http://www.tren.com.

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Cothern, Thomas Lynn. "Professional development of school principals and policy implementation." Thesis, Southeastern Louisiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616991.

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Effective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana.

This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban.

The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined.

The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated.

The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.

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Valesey, Brigitte Graudins. "Maryland high school principals' perceptions of technology education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476408126.

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Shuman, Aaron. "Rural High School Principals: Leadership in Rural Education." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/71544.

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Educational Administration
Ed.D.
Educational leadership has been the focus of many studies; however, leadership does not occur in a vacuum. Understanding the context in which it occurs will in turn help to explain the phenomenon itself. Rural communities in the United States have many differences when compared to urban and suburban areas. Twenty-eight percent of schools in the United States are rural, and within those rural districts seven million students attend schools (Sherwood, 2001). Even with the large number of rural schools, there are significant deficiencies in rural research, including available raw data (Sherwood & Arnold, 2001, 2004). Moreover, when research is done, the rural context is almost always seen as a limitation (Howley & Howley, 1999). Many times research that is conducted in urban and suburban settings is generalized to the rural setting. Ethical educational leadership is drawing increased attention in research. The bulk of ethical decision-making research has focused on administrators in urban and suburban settings. The rural context is silent when one looks to ethical leadership work. This study explores four rural high school principals' perceptions of how the rural context influences their ethical leadership, career aspirations and advancement opportunities. This study also explores the principals' perceptions about their personal history and their gender to determine whether either has been a hindrance or a help to their leadership in the rural context. A case study methodology was utilized while conducting this study. Over a twelve month period; 18 site visits were conducted at four rural high schools in central Pennsylvania. Twelve semi-structured interviews were conducted along with eight days of shadowing to explore the respondents' perceptions on leading in the rural context. The findings indicate that the respondents of this study did perceive differences in the rural context as compared to urban and suburban areas. Those differences were perceived by the respondents to have an impact on their work as educational leaders. This study suggests that the principals' personal histories impact their leadership within the rural context. All of the respondents lead in districts where they once attended school. This phenomenon strengthened the impact of social reproduction as the principals struggled to maintain a way of life that they valued, while competing with the ideals of the educational institution. The principals maintained programs with a focus on local interests such as logging, shop programs, fish farming and agriculture education. They did this with limited resources and at the expense of offering other programs. Students entering these programs often ended their formal education with high school. They entered the local economy and reproduced their parents' class position in the wider society. The principals' ties to their communities impacted their expectations for students in their schools. This study suggests that the rural context impacts opportunities for advancement. While opportunities for advancement were perceived to be present, they often required principals to move their families due to geographic distance. None of the respondents were willing to relocate to take advantage of opportunities. Gender barriers were rampant within the rural context. The two female principals had experienced gender discrimination. The two male candidates acknowledged gender barriers in their districts. All the respondents affirmed that the stereotype for a high school principal in their respective districts was a male. The principals used multiple paradigms when solving difficult ethical decisions, and their personal history influenced the paradigms they used most frequently. The respondents all used the ethic of care and critique more than the ethics of justice and the profession. Critical life incidents shared by the principals were from a caring or critical perspective and tied to the paradigms they used most frequently. Competing values about the educational mission of the school, the purpose of school and social mobility of students were found to impact leadership.
Temple University--Theses

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Beeston, Maridee. "Relational Embeddedness in Mentoring Relationships Between Prospective K-12 Education Leaders and Their Mentor Principals." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6255.

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Prospective education leaders face challenges in a demanding environment often lacking critical resources necessary to make a difference in schools. The potential to acquire these resources may be found in the mentoring relationships formed during internships in educational leadership preparation programs. A lack of understanding exists regarding variations in the nature of these mentoring relationships—specifically in terms of relational embeddedness—the type and degree to which partners form ties embedded within a social relationship. Variations in relational embeddedness may impact mentoring quality and the potential to acquire the resources needed to succeed in demanding school environments. Theoretical frameworks in mentoring and social network theory were used in this quantitative study to examine the nature of relational embeddedness and its association with a variety of internal and external factors, which may influence the potential relational embeddedness developed in these relationships. Internal factors such as sex and behavior characteristics of both the perspective education leaders and their mentor principals, as well as previous relationship history were among the variables associated with relational embeddedness. This study lays theoretical groundwork and suggests directions for future research regarding relational embeddedness as a means to influence the mentoring quality needed to acquire resources for effective school leadership outcomes. This study also provides practical implications for administrators in educational leadership preparation programs regarding the multidimensional nature of relational embeddedness and the internal and external factors associated with its development.

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Fung, Sui-hing. "Secondary school principals' attitude towards educational quality." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17600911.

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Reyes-Gonzalez, Susana. "Professional vitality : perspectives from nine school principals." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/S_Reyes-Gonzalez_042707.pdf.

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Knobl, Stephen J. Jr. "Perceptions of the Roles, Professional Development, Challenges, and Frustrations of High School Principals." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3649.

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The purpose of this study was to investigate the current perceptions of high school principals regarding their perceived roles, professional development experiences that impacted their careers, and the challenges and frustrations they face when enacting their roles as high school leaders. This qualitative study investigated perceptions of high school principals and addressed three research questions: (1) What are the perceptions of high school principals regarding their role as school leaders? (2) What professional development experiences do high school principals report are most important in impacting their careers? (3) What do high school principals perceive are their greatest challenges and frustrations? Three in-depth qualitative interviews were conducted with each of eight high school principals. The results were based on analysis by the researcher and the two expert panels. The high school principals perceived that they had a tremendous number of roles and responsibilities within their positions. The roles and responsibilities that were identified with the greatest importance were: providing a safe learning environment, ensuring quality teachers and quality instruction, high accountability expectations for all and mandates, and leadership within the school and system. Professional development opportunities and personalized support systems were perceived to be vital to the success of the high school principal. Principals in the study reported that both formal and informal professional development experiences were beneficial for their improvement as school leaders. The principals perceived that when they created relationships with mentors and established strong networks, they improved the likelihood of sustained support and success. High school principals perceived the greatest challenges were management of time, balancing leadership and management of the school, and navigating the legislative mandates and accountability requirements. High school principals perceived the greatest frustrations were issues related to time and legislative mandates dictated to them by the local, state, and federal systems. They faced constant pressures that could be directly tied to student achievement and accountability measures. High school principals need to be prepared to assume various roles. Further research may determine if roles and challenges identified by the eight participants mirror other states’ results.

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Loebe, Anna Yolanda. "Educational leadership for school change: Stories by six Latina elementary school principals." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280723.

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Six female, Hispanic elementary school principals from a southwestern urban school district were asked to describe leadership for school change through personal narrative in response to two central questions: (1) How does the Latina elementary school principal define and enact leadership for school change? (2) How does the variable of ethnic culture interplay in the Latina educational leadership role? A phenomenological research approach was used to seek answers to these questions. The participants were interviewed on three separate occasions within a one-month period using three in-depth, phenomenological interviews designed to draw out the participants' subjective, intuitive, personal, and metaphorical interpretations of the meaning of educational leadership as well as to identify any leadership characteristics they might attribute to Latina culture. The participants' metaphors defining educational leadership depicted a vibrant living mosaic of a leader responsible for developing the human potential of children and adults on a stage with ever-changing directors, props, and costumes. The more literal definitions of leadership conveyed a common belief that leadership is a collaborative effort of moving others forward toward some defined goal, generally of improving student learning. They identified three unique features of educational leadership. Educating children and youth creates a different kind of leadership when one must accept all students. Secondly, educational leaders are change agents responding to reform agendas primarily emanating from government sources. Lastly, educational leaders must be able to deal with limited budgets in creative and resourceful ways. The participants described how Latina culture influenced their leadership development and roles. They reported various kinds of barriers, tensions, conflicts, and ambivalence in realizing education and career goals. However, they found ways to circumvent or transcend obstacles along their career paths All participants reported cultural differences in their leadership styles. Dominant features of Latina leadership included speaking Spanish and understanding Latino culture, respect, service, sense of family, empathy, and use of personal narratives. Three other themes emerged from their stories--their need to "prove" themselves in academic and professional endeavors, their passion and urgency to right inequities, and the need to serve as cultural "brokers" to lead others to greater cultural understanding.

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Pitts, Sarah Fazioli. "The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77178.

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The Education Commission of the States in 2007 reported that 16 states had a policy for alternative licensure for school leaders and 23 states had a path for alternative licensure but not a policy (Education Commission of the States, 2007). Therefore there were 39 states that offered a policy or path for obtaining licensure for school leaders through an alternative route. This information suggested a nation-wide development and warranted investigation. First year principals, as are first year teachers, are in need of a mentor. The current principals are the individuals who would be asked to mentor newly hired principals. This quantitative study was conducted to gain insight into the willingness of elementary principals to mentor alternatively licensed principals. The Virginia Association of Elementary Principals (VAESP) agreed to email the web mail questionnaire to their public school principal members as of March 1, 2010. The questionnaire was sent to 515 elementary principals in Virginia. One way analysis of variance (ANOVA) was the statistical procedure used to determine the relationship between the predictor variables and the willingness of elementary principals to mentor alternatively licensed principals. The data indicated that Virginia Elementary School Principals are somewhat willing to mentor their peers. However, they do not feel that alternative licensure is a good route for principal licensure.
Ph. D.

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Haines, Geoff. "Peer mentoring: providing a partnership for guidance through school /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Yip, Heung-ling, and 葉香玲. "A study of kindergarten principals as mentors for initial teacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574912.

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Versland, Tena Marie. "Self-efficacy development of aspiring principals in education leadership preparation programs." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/versland/VerslandT0509.pdf.

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Much attention has been given to the importance of principal preparation programs in equipping principals with the knowledge and skills necessary to effectively lead schools. However despite this attention, many critics from inside and outside the higher education community do not believe preparation programs have gone far enough or have made the necessary changes to insure that principal candidates gain the skills and knowledge necessary for the demands of leadership in contemporary schools. Bandura (1997) found that people's self-efficacy, the judgments of their personal capabilities, rather than their actual skills and knowledge, is what drives them to achieve goals they set for themselves. Since little research exists that examines principal self-efficacy, or how preparation programs contribute to self-efficacy, preparation program faculty have limited understanding about how program elements positively influence self-efficacy development. The purpose of this mixed methods study was to: examine principals' perceptions of the effectiveness of their preparation programs, determine the underlying factors that contributed to principal self-efficacy, understand how program elements contributed to self-efficacy, and suggest ways that preparation programs might more purposefully design experiences that promote self-efficacy development in aspiring principals. Quantitative questionnaires were sent to 538 practicing principals in Montana to rate the effectiveness of their preparation programs and their principal self-efficacy. Principals who rated their programs as effective and who also rated themselves as self-efficacious were chosen for qualitative interviews to determine how preparation program elements contributed to their self-efficacy development. The findings suggest that: (a) four factors - leadership experiences, motivation, authentic learning experiences, and self regulation contributed to self-efficacy development of aspiring principals; (b) self-efficacy was developed through experiences that caused relationship building and learning from others, authentic experiences working with others and persistence and perseverance; (c) preparation programs can more purposefully create efficacy building experiences through: designing experiences that cause students to master the art of working with other people, developing internship and field experiences of breadth and depth, encouraging principal candidates to obtain prior leadership experiences, and to monitor students in "grow your own" programs to insure that loss of self-efficacy does not occur as a result of broken relationships.

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Bennett, Cynthia D. Baker Paul J. "A case study of a high school advisor/mentoring program." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416859.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 28, 2006. Dissertation Committee: Paul J. Baker (chair), Ronald L. Laymon, Richard L. Berg, Anita Curtis, George Padavil. Includes bibliographical references (leaves 134-136) and abstract. Also available in print.

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Newblom, Jane Corinne. "Alternative teacher certification| Secondary school principals' perspective in Indiana." Thesis, Purdue University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613247.

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As teacher recruitment intensifies to locate qualified teachers for our nation's classrooms, alternative teacher certification programs are becoming prevalent. Initially these programs were designed to attract professionals and college graduates to enter urban classrooms. However, what has occurred is that over 140 alternative certification programs are available to teacher candidates. Some of these programs are well designed with education courses and content area methodology along with pre-service teaching internships while others may not provide the opportunities for new teachers to be successful in their first years of teaching. This study investigated the perceptions of secondary school principals regarding the effectiveness of traditional and alternative teacher preparation programs.

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Abrams, Eric Regier 1955. "Perceptions of successful elementary school principals of effective school leadership practices: A portrait of school leadership." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282606.

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This study investigated the perceptions of 11 successful elementary school principals from seven school districts in southern Arizona. The principals were identified by their district superintendent or assistant superintendent as exemplifying the eight characteristics of successful principals described by Joekel, Wendel and Hoke (1994). Qualitative methodology was used to inductively analyze and describe response data collected through in-depth interviews. These interviews consisted of open-ended questions regarding: effective leadership, school culture, vision, school improvement, empowerment, staff motivation, shared decision making, teacher instructional leadership, conflict, the changing nature of the principalship, and educational administration pre-service education. These perceptions were then compared to descriptions of effective practice as described in current literature on transformational leadership, leadership standards accepted by the National Policy Board for Educational Administration, and current literature on educational administration pre-service reform efforts. The following are some findings that emerged from this study. These successful principals placed the needs of students in the center of all their decision making. This appeared to be the prime transformational behavior that awakened intrinsic motivation among staff members. Moreover, they demonstrated transformational leadership behaviors that included meeting intrinsic needs of followers, visionary leadership, building collaborative school cultures, and putting teachers in roles of instructional leadership. However, despite the presence of these behaviors, it appeared that they had a poor objective understanding of the transformational epistemology. Specific recommendations were made to better prepare school leaders to be the transformational leaders that researchers believe are necessary to successfully lead schools as we approach the turn of the century. The principals in this study believed their pre-service educational administration program was inadequate in preparing them for their role as principals. They believed pre-service programs need to define a body of knowledge and create a cohesive curriculum to teach the skills that administrators need to know to be effective leaders in their schools. Specific recommendations were made to improve educational administration graduate programs.

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Dissertations / Theses on the topic 'Mentoring in education School principals'

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