The Impact of Virtual Mentoring on Advancing the Leadership Competencies of Principal Preparation Program Candidates

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

Abstract

This quantitative study investigated how well-structured virtual mentoring and coaching (VMC) interventions embedded in a principal preparation program contributed to enhancing instructional leadership competencies for principal candidates. 112 principal candidates participated in this study representing three cohorts who joined the program across five years starting from 2018 through 2022. The participants were equally and randomly assigned into treatment and control groups. Treatment group participants received bi-weekly VMC session by experienced mentors while control group participants do not. The comparison between the two groups was built on three assessments: (a) dual language models; (b) family engagement plans, and (c) pre-post internship self-assessment. The results showed significant differences between the treatment and the control groups in their performance in these three assessments.

Authors

• Nahed Abdelrahman, Texas A&M University
  Presenting Author

• Beverly J. Irby, Texas A&M University
  Presenting Author

• Hamada Elfarargy, South Dakota State University
  Presenting Author

• Susan Holley, Texas A&M University
  Non-Presenting Author

• Gwendolyn C. Webb, Texas A&M University
  Non-Presenting Author

• Carl Fahrenwald, Texas A&M University
  Non-Presenting Author