東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Effectiveness of a Novice Princi...

Smith, Monica Collier,

FindBook

Google Book

Amazon

博客來

The Effectiveness of a Novice Principals' Mentoring Program /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effectiveness of a Novice Principals' Mentoring Program // Monica Collier Smith.
作者:	Smith, Monica Collier,
面頁冊數:	1 electronic resource (125 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
Contained By:	Dissertations Abstracts International86-06A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31767404
ISBN:	9798346873938

The Effectiveness of a Novice Principals' Mentoring Program /
Smith, Monica Collier,

The Effectiveness of a Novice Principals' Mentoring Program /Monica Collier Smith. - 1 electronic resource (125 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

This qualitative study focused on the perceived effectiveness of a formal mentoring program in developing instructional leadership skills for K-12 novice principals with 5 or fewer years of experience. The 13 participants for this study were derived from 200 public schools in the Southwest Tennessee area. The participants consented to participate in semi-structured interviews, which included six interview questions with two parts related to the four Tennessee Instructional Leadership Standards (TILS) that define instructional leadership skills. This study investigated the mentoring strategies novice principals perceive to be most effective in developing instructional leadership skills and the principal perceptions of the mentoring program characteristics that benefit or hinder the principal mentorship experience. Interview responses were transcribed using pseudonyms and NVivo, a computer-assisted qualitative analysis software (CAQDAS) program. This study found that novice principals perceived the formal mentoring program to be effective in developing instructional leadership skills. The prominent themes from the interview data in the category of effective experiences and significant outcomes were instructional practice enhancement, data-informed decision-making, and prompting self-reflection and stress management. The data also revealed that the prominent themes in the effective mentoring strategies category were trust and relationship building, balancing challenge with support, and coaching and role modeling. Consistent with previous research, prominent themes identified in the category of effective characteristics of a mentoring program were a safe and confidential environment, ongoing communication and availability, a structured goal-oriented approach, and intentional pairing. Two themes that stood out as a significant barrier for the mentoring program were the lack of time and availability.

English

ISBN: 9798346873938Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Administrator

The Effectiveness of a Novice Principals' Mentoring Program /
LDR:03356nmm a22004453i 4500 001 2433207
005 20250822095313.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798346873938
035 $a (MiAaPQD)AAI31767404
035 $a AAI31767404
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Smith, Monica Collier, $e author. $3 3822725
245 1 0 $a The Effectiveness of a Novice Principals' Mentoring Program / $c Monica Collier Smith.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (125 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
500 $a Advisors: Campbell, Linda Committee members: Courtner, Andrew; Holly, Trina.
502 $b Ed.D.Ed.Lead. $c Union University $d 2025.
520 $a This qualitative study focused on the perceived effectiveness of a formal mentoring program in developing instructional leadership skills for K-12 novice principals with 5 or fewer years of experience. The 13 participants for this study were derived from 200 public schools in the Southwest Tennessee area. The participants consented to participate in semi-structured interviews, which included six interview questions with two parts related to the four Tennessee Instructional Leadership Standards (TILS) that define instructional leadership skills. This study investigated the mentoring strategies novice principals perceive to be most effective in developing instructional leadership skills and the principal perceptions of the mentoring program characteristics that benefit or hinder the principal mentorship experience. Interview responses were transcribed using pseudonyms and NVivo, a computer-assisted qualitative analysis software (CAQDAS) program. This study found that novice principals perceived the formal mentoring program to be effective in developing instructional leadership skills. The prominent themes from the interview data in the category of effective experiences and significant outcomes were instructional practice enhancement, data-informed decision-making, and prompting self-reflection and stress management. The data also revealed that the prominent themes in the effective mentoring strategies category were trust and relationship building, balancing challenge with support, and coaching and role modeling. Consistent with previous research, prominent themes identified in the category of effective characteristics of a mentoring program were a safe and confidential environment, ongoing communication and availability, a structured goal-oriented approach, and intentional pairing. Two themes that stood out as a significant barrier for the mentoring program were the lack of time and availability.
546 $a English
590 $a School code: 1485
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a Instructional design. $3 3172279
653 $a Administrator
653 $a Leadership
653 $a Mentor
653 $a Mentoring
653 $a Novice principal
653 $a Principal
690 $a 0449
690 $a 0514
690 $a 0447
710 2 $a Union University. $b College of Education. $e degree granting institution. $3 3818572
720 1 $a Campbell, Linda $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-06A.
790 $a 1485
791 $a Ed.D.Ed.Lead.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31767404