Mentoring Prospective Principals: Determinants of Productive Mentor–Mentee Relationship

    Research output: Contribution to journalArticlepeer-review

    11 Scopus citations

    Abstract

    Mentoring contributes to prospective principals’ growth, easing their transition from the role of teacher to that of administrator. This article reports findings from a study aimed at examining the determinant factors affecting the mentor–mentee relationship in a uniquely designed principal preparation program in New York City. The study population comprised 18 prospective principals and 6 acting principals serving as mentors. Data were collected via semistructured individual interviews and written reports. Data analysis reveals three main categories as determinants of a productive mentor–mentee relationship: personal characteristics, professional discourse, and time and frequency of communication. Findings are analyzed and coupled with recommendations for creating successful and productive mentor–mentee relationships.

    Original languageEnglish
    Pages (from-to)52-65
    Number of pages14
    JournalInternational Journal of Educational Reform
    Volume23
    Issue number1
    DOIs
    StatePublished - Jan 2014

    Bibliographical note

    Publisher Copyright:
    © 2014 SAGE Publications.

    Fingerprint

    Dive into the research topics of 'Mentoring Prospective Principals: Determinants of Productive Mentor–Mentee Relationship'. Together they form a unique fingerprint.

    Cite this