Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2007 Dissertations (MU)
    • 2007 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2007 Dissertations (MU)
    • 2007 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    The role of mentoring in developing beginning principals' instructional leadership skills

    Gettys, Susan G., 1956-
    View/Open
    [PDF] public.pdf (2.271Kb)
    [PDF] short.pdf (7.958Kb)
    [PDF] research.pdf (429.5Kb)
    Date
    2007
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    The purpose of this study was to investigate the type of support provided by mentors in helping new principals develop instructional leadership skills. Perceptions were investigated to determine if principals believed participation in mentoring programs (both statewide and district-created) was effective in providing the necessary support during their initial years as administrators to help develop skills needed to address the accountability measures in place for today's schools and to help principals become successful instructional leaders. Quantitative data were obtained through a researcher created survey completed by forty-five beginning principals. Follow-up, semi-structured interviews with six principals provided qualitative data, along with optional comments from the survey. The study findings revealed no significant differences between the two types of mentoring programs in the support provided to beginning principals to assist in developing instructional leadership skills. In addition, data indicated both programs were weak in providing the targeted support. Additional methods of developing these skills were also investigated. Implications for practice were identified to assist in making improvements to both statewide and district-created mentoring programs. In addition, improvements to university preparatory programs and internship opportunities were suggested.
    URI
    https://doi.org/10.32469/10355/4854
    https://hdl.handle.net/10355/4854
    Degree
    Ed. D.
    Thesis Department
    Educational leadership and policy analysis (MU)
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • Educational Leadership and Policy Analysis electronic theses and dissertations (MU)
    • 2007 MU dissertations - Freely available online

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems