Alabama Principal Perceptions of Their Mentors

• In Event: Sustaining Principal Well-Being Across Borders Through Positive Psychology Frameworks: Exploring Emerging Conceptual Frameworks

Abstract

Introduction/Purpose
The purpose of this study was to explore principal perceptions of their mentors. School administrators are impacted by stress more than ever before (Mahfouz, 2020; Hancock et al., 2019) because principals’ jobs have become more demanding and complex over the years. Principal attrition rates were found to be 18-20% before the onset of Covid-19 (Levin & Bradley, 2019).
Principal well-being is very important because of the influence it has on school climate, school culture, teacher well-being, student well-being, and, ultimately, student achievement (Mahfouz & Richardson, 2021). A crucial component to school improvement is increasing and maintaining the health of the school leader. Liebowitz and Porter (2019) found school principals play a central role in creating a positive environment for teaching and learning. Their research supports the relationship between principal behaviors and educational results.
A simple strategy for supporting the well-being of school principals is providing each principal a mentor. “Mentoring is a collaborative form of professional development rooted in a learning-focused relationship” (Connery & Frick 2020, p. 6). Mentoring principals is a process of providing them with on-going professional development. This one-on-one relationship offers many benefits for the mentee.
Conceptual Framework
The researcher explored principals’ perceptions of the benefits of mentoring using the intent and involvement framework of Mertz (2004), which defines the roles of mentors where intent is why the relationship is undertaken and involvement is the time commitment needed from the mentor and the protégé. The researcher also used the mentoring cycle framework of Zachary and Fain (2022), which focuses on learning partnerships and adult learning theory.
Methods/Techniques
This qualitative study was guided by a survey which employed ten six-point Likert scale questions ranging in responses from “never” to “very frequently.” There were three open-ended questions regarding the benefits of a mentor, advice of a mentor, and principals’ perceptions of the value of having a mentor.
Data Sources
The participants were principals of Alabama K-12 schools. The survey was administered at a summer conference for school leaders. Fifty-eight principals or assistant principals answered the survey.
Results
The results of the study show school leaders have more confidence and less stress due to their mentors. They affirm having a mentor and someone to help with important decisions reduced their stress by taking pressure off them. One Alabama school leader described having a mentor as “absolutely essential.” Another referred to their mentor as a “sure” place for valuable advice. When asked to share the best advice their mentors had ever given them, themes of protecting family time, handling important decisions, and communicating effectively were found. These Alabama school leaders acknowledged that mentors make a difference in their well-being, which ultimately impacts student well-being and student achievement.
Scholarly Significance
This study adds to current leadership literature about mentoring for principal well-being. This study will also help construct a mentoring framework for enhancing principal well-being. This is significant for education as school leader well-being directly affects student achievement.

Author

• Rhonda Wheeler, Council for Leaders in Alabama