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ABSTRACT
Few researchers have explicitly examined the benefits to practicing principals engaged in mentoring aspiring principals. Through the lens of transformative learning, the purpose of our study was to examine the professional learning of practicing principals engaged as mentors with aspiring principals in a leadership preparation program. Two questions guided our study. First, how does engaging in the mentoring process lead to professional learning? Second, how does that learning manifest itself in principal practice? Findings suggested principal mentor/protégé and mentor/mentor interactions prompted mentors to question their own experiences and practices, problematizing some of these practices. Principals then generated solutions, which lead to changes in core beliefs and assumptions and finally changes in practices, reflective of transformative learning.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Dana L. Bickmore
Dana L. Bickmore is an associate professor and program coordinator for the Educational Policy and Leadership Program at the University of Nevada Las Vegas. She has served as a school and district leader. Her research interests include instructional leadership, middle grades and charter school principal leadership. She has over 40 publications on these topics.
Lydia Diane Davenport
Lydia D. Davenport is an associate professor in the College of Education, Humanities, and Behavioral Sciences at Alabama Agricultural and Mechanical University in Normal, Alabama. Currently, she serves as the Director for Educator Preparation and Certification Services and supports the department of Teaching and Leading. Her research explores mentoring p-12 administrators and aspiring principals. Her work in public education consist of 32 years as a teacher, assistant principal, and principal. Dr. Davenport is a NAESP National Certified Mentor and trainer.