The Pedagogical Signature of Novice Principal Mentoring

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Mentoring at the K–12 Level (Table 15)

Abstract

The first years of principalship affect leadership quality, and can be positively affected by a mentoring process. Such mentoring carries a pedagogic signature that conveys basic leadership attitudes and skills. Based on Abbott’s (1988) theory of professions, we suggest that effective mentoring develops the principals’ professional skills of diagnosis, intervention, and inference. Fifteen novice principals were interviewed, and content analysis resulted in 49 mentoring events demonstrating the pedagogical signature of the mentoring. It was found that the mentors heavily promoted intervention and problem-solving skills, but hardly ever developed diagnosis and inference skills. We conclude that while the mentors rush to respond to the principals’ urgent needs, they leave their professional management skills underdeveloped. Theoretical and practical implications are discussed.

Authors

• Nirit Pariente, Ben-Gurion University of the Negev
  Presenting Author

• Meyrav Cohen Zecharia, Ben-Gurion University of the Negev
  Non-Presenting Author

• Dorit Tubin, Ben-Gurion University of the Negev
  Non-Presenting Author