Mentoring New K–12 Principals: The Role Mentorship Has in the Development of New Principal Essential Leadership Skills

Abstract

Purpose. This study addressed a gap in the literature to clearly describe or identify effective models of new principal mentorship. Little research has been conducted examining the role that new principal mentorship can play in the development of TK–12 principal leadership skills.

Theoretical Framework. Kram’s mentor role theory provided a lens for this study. The mentoring relationship is divided into two purposes: career functions and psychosocial functions.

Methodology. This study utilized a qualitative phenomenological method of research to explore the experiences and stories of new TK–12 principals and the role that mentorship has played for them in their first 5 years in the role. This methodology helped to identify the essential leadership skills a new principal develops as a result of their mentorship experiences.

Findings and Conclusion. The key findings indicate that mentorship of new K–12 principals in their first 5 years is vital to the development of essential leadership skills. Mentorship of new principals needs to be structured, clear, purposeful, and based on new K–12 principal needs. Mentors (both formal and informal) need to be thought partners, supports, developers of clear goals, role models, and problem-solving partners to build the confidence of new K–12 principals. This support will result in principals improving in areas such as organization, decision-making, confidence, and collaboration. In the first 5 years, new principals need a clear, structured, purposeful mentorship program to support growth and leadership development. To ensure principals are retained and trained properly, consistent support needs to be provided via a mentor. Mentorship is a critical aspect of new principal growth and development.

Recommendations. Shifts need to be made at the state, county, and district organizational levels to provide mentorship support for all new K–12 principals in their first 5 years in the role. This program needs to be clear, consistent, formal, and informal to allow for principal leadership growth. This program should include a clear framework to support new principals. The new principals should have a voice in the choice of their mentors in their specific organization based on need and context.