The benefits of mentorship to new high school assistant principals and principals

2016-02-02This study utilized a mixed-methods approach to better understand how to prepare administrators; school administrators were studied. The purpose of this study was to determine what methods administrators who are new to their positions used to cope with their ever-evolving roles and the vast amounts of responsibilities associated with a position in educational administration. It was also to determine whether mentorship, either formal or informal, was beneficial to new administrators, and if so, how it was beneficial. This study involved high school administrators who were new to their position, as well as, experienced administrators who were moved to new positions or unfamiliar settings. One superintendent, three principals of comprehensive high schools from southern California with fewer than 4 years of experience as the principal were interviewed and 34 individuals participated through an anonymous electronic survey. The study found that coping mechanisms utilized by administrators are numerous, but can be grouped into four categories: time management strategies, delegation, outside of work support, and mentoring. The study also found that two strategies new administrators rely heavily upon are making sure to take care of one’s own personal well-being and continually working to maintain relationships with colleagues who in turn act as a form of support network. New administrators’ perception of mentoring was overwhelmingly positive; however, very few had experience with formal mentoring of any kind. Informal mentorship was the primary means by which new mentors experience mentoring and trust and confidentiality were cited as keys to a successful mentor/mentee partnership