Developing an Innovative Approach for Principal Well-Being Through Mentoring

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

Abstract

Introduction/Purpose
Much research supports the notion that the quality of a school leader fosters student achievement (Leithwood, Sun & Cullough, 2019; Sanzo & Wilson, 2016). High quality school principal mentoring assists leaders with developing schools in which students and faculty thrive (Augustine-Shaw & Liang, 2017). Recently, mentoring has shifted from skill-based notions to structures and processes such as engagement, reflection, and mutual adult learning and growth experiences (Zachary & Fain, 2022). Trends in mentoring are based in positive psychology and show that mentoring is crucial for the well-being of the school leader (Brewer, 2016).
The purpose of this study was to explore the development of a conceptual framework for the School Principal Leadership and Mentoring Program (SPMLA). This framework was developed to create a new mentoring program driven by positive psychology and principal well-being. The goal of the SPLMA is to increase the effectiveness of new principals. Current literature regarding principal mentoring for well-being suggests such programs are directly tied to positive student learning outcomes (authors, in press).
Conceptual Framework
The researchers used the collaborative inquiry process to guide the development of the SPMLA conceptual framework (Reason & Bradbury, 2001). This was an action research project guided by recent literature regarding mentoring best practices and well-being as positioned in positive psychology (Brewer, 2016).
Methods
The study’s researchers chose the collaborative inquiry process to develop the SPMLA conceptual framework (Reason & Bradbury, 2001). The researchers analyzed their assumptions about current mentoring and well-being practices for principals, developed action steps, and gathered and analyzed data to assist in developing the conceptual framework. The researchers used the collaborative inquiry process, which included engagement of purpose, exploration of essential questions, elaboration on structures and processes, and reflective practices to develop the framework (Bybee, 2009).
Data Sources
Data sources included the SPMLA legislation, Professional Standards of Educational Leadership, and recent literature regarding mentoring and well-being through a positive psychology lens. The researchers, who are mentoring experts, met weekly, audio recorded the meetings, and determined those factors crucial to effective mentoring, including what they considered to be beneficial to their professional learning. Two face-to-face retreats, meeting agendas, and relevant artifacts were incorporated into the study and used to assist in the development of the conceptual framework.
Results
Results from the study are visualized in the conceptual framework provided as (Appendix ??) and guided by collaborative learning partnerships. Mentors and proteges noted they developed a deeper intellectual and emotional connection as the relationships matured. Structures, processes, and relational factors were designed to guide the relationship between the mentor and the protégé. Processes included reflection and co-constructed knowledge. Structures included on-going training for mentors and protégés. Relational factors included trust and communication, all steeped in positive psychology literature (Brewer, 2016).
Scholarly Significance
Today’s best practices of mentoring use a relational approach. The SPMLA Framework posits mentoring for principals to support their well-being and longevity. This framework is one of the first to openly recognize mentoring as an instrument of positive psychology in school leadership and principal well-being.

Authors

• Ellen H. Reames, Auburn University

• Brenda Mendiola, University of Alabama

• Yvette Bynum, University of Alabama