Mentoring Prospective Principals: Determinants of Productive Mentor–Mentee Relationship. Issue 1 (January 2014)

• Record Type: Journal Article
• Authors: Schechter, Chen
• Is Part Of: International journal of educational reform. Volume 23:Issue 1(2014)
• Page Start: 52
• Page End: 65
• Publication Date: 2014-01
• Subjects: Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/105678791402300103
• Languages: English
• ISSNs: 2631-9675

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.