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dc.contributor.advisorMartin, Barbara N. (Barbara Nell), 1952-eng
dc.contributor.authorGettys, Susan G., 1956-eng
dc.date.issued2007eng
dc.date.submitted2007 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on September 24, 2007)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2007.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractThe 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.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb59730523eng
dc.identifier.oclc173261116eng
dc.identifier.urihttps://doi.org/10.32469/10355/4854eng
dc.identifier.urihttps://hdl.handle.net/10355/4854
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshLeadershipeng
dc.subject.lcshSchool principalseng
dc.subject.lcshMentoring in educationeng
dc.titleThe role of mentoring in developing beginning principals' instructional leadership skillseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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