ORCID Identifier(s)

0000-0001-7135-3725

Graduation Semester and Year

2018

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

W. Bradley Davis

Abstract

The limited amount of literature surrounding first-year principal support has typically focused on either preparing principals to become instructional leaders or emphasizing their managerial responsibilities (Bodger, 2011). This qualitative study examines eight first-year principals' perceptions of the coaching and/or mentoring support they received during their transition into the principalship. Using the first three stages of organizational socialization (Wardlow, 2008) as an analytical framework, findings indicate that the first-year principal participants considered coaching and mentoring as two distinct approaches of leadership assistance as they transitioned into their new role. Implications for further research could include examining the perceived impact of coaching and mentoring beyond the first-year of the principalship.

Keywords

First-Year Principals, Coaching, Mentoring, Leadership

Disciplines

Education | Educational Leadership

Comments

Degree granted by The University of Texas at Arlington

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