Principalship and Mentoring: A Review of Perspectives, Evidence, and Literature 1999 – 2019

Year 2020, Volume: 5 Issue: 3, 722 - 751, 30.11.2020

Sonya D. Hayes Julia Mahfouz

https://doi.org/10.30828/real/2020.3.4

Cited By: 2

Abstract

The aim of the present article is to review literature on
mentoring of school principals. The review focuses on the
importance of mentoring in fostering effective leadership as a
principal by presenting the pervasive definitions and
perspectives on mentoring in the field. Second, based upon
predefined selection criteria, we present empirical evidence
from a number of studies organized by emergent themes on
how mentoring in the principalship is conceived and valued.
The bulk of the article presents evidence from studies organized
along themes. Two central themes emerged in the review
focused on determinants of effective mentoring relationships:
a) the mentor and protégé pairing and b) length of time in the
mentoring relationship including enough time for mentoring
sessions. The article concludes with methodological
recommendations and an outline of possible directions for
future research concerning these commonly overlooked, yet
critical features of successful mentoring programs

Keywords

Mentoring, School principals, Head teachers, Leadership development, Narrative review

References

• Alsbury, T. L., & Hackmann, D. G. (2006). Learning from experience: Initial findings of a mentoring/induction program for novice principals and superintendents. Planning and Changing, 37, 169–189.