Principal mentorship: An essential element of superintendent leadership
Porter, Lillian R.
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This qualitative case study sought to determine how the attitudes/beliefs and knowledge and resources that are available to superintendents or assistant superintendents influence their decision to implement or not implement a principal mentor program within their school districts. Many scholars in the field of education believe that adequate and ongoing training and support for campus leadership is key to overcoming many of the obstacles that can stand in the way of student learning. The purpose of this qualitative study was to establish the role school superintendents play in determining the level of training and professional support campus leaders will receive during the course of their professional careers. The research focused on 1 A, 2 A, and 3 A, school district superintendents 4 A and 5 A school superintendents and assistant superintendents located in the west Texas area. The superintendent’s or assistant superintendent’s leadership practices, styles, knowledge, attitudes and beliefs were the primary focal points of the study. The participants consisted of three superintendents and one Chief Academic Officer or Assistant Superintendent. The findings and implications of this study provide additional evidence to support principal mentorship program implementation, its impact on student achievement and principal retention and success to yield positive results. The study found, that training in the form of mentorship or coaching could be a tool to build leadership capacity of building principals.