Using developmental relationships in mentoring to support novice principals as leaders of learning

ABSTRACT

Mentoring is an established method of supporting principals as they begin their careers; however, early studies focus on how a veteran principal supports a novice principal in acquiring the skills to manage the school. As the role of a principal has evolved from a building manager to a leader of learning, the role of mentoring has also evolved. The purpose of this study was to explore the mentoring experiences of novice principals and their mentors in a school district’s mentoring program, and how developmental mentoring relationships support novice principals to be leaders of learning. The findings suggest that a strong mentoring relationship can support a novice principal in developing skills to be a leader of learning by clarifying the mentor’s role as a leader of learning, focusing mentoring sessions to build the mentee’s capacity as a leader of learning, and a commitment to mentoring sessions that support teaching and learning.

KEYWORDS:

• Mentoring
• leadership for learning
• novice principals
• developmental relationships

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Sonya D. Hayes

Sonya D. Hayes is an Assistant Professor in the Department of Educational Leadership and Policy Studies at the University of Tennessee. Her research interests include leadership development and support for both pre and post service school principals, principal preparation, and leadership for learning. Specifically, she is interested in how principals improve teaching and learning for all students and how principals are prepared for instructional leadership.