AbstractsEducation Research & Administration

This current investigation explores the relationship between the effect of mentoring beginning principals and their growth and development in their first year assignment. Decades of research has suggested that the initial years of the principalship are critically important in order to accelerate mastery of the skills needed to lead change in schools and enhance student achievement. Good mentors are key to providing needed knowledge, time, and commitment to support mentees who are transitioning from classroom teachers to leaders of change. The support to aspiring or beginning principals in their first year is central to evaluating and documenting the competency and skill development of these individuals. This mixed-methods investigation sought to discover the relationships between quantitative assessments and participant responses in an effort to determine whether the process of mentoring principals enhanced participant’s skill and leadership development. The results indicate a significant increased on pre- to post-scores in all areas of the Ohio Leadership Advisory Council modules as well as across the factors of the Leadership Practices Inventory, with the exception being the Encourage factor. The qualitative responses provided three emergent themes: the importance of relationships, support through communication, and value of networking opportunities were the areas that resonated with the participants.Implications for further research deemed that the training and selection of mentors should be examined. In addition, the impact of mentoring on principals and/or superintendents should be examined for the potential impact on tenure longevity.