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
License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Waters, Dionel Clinton, "Understanding the Transition: Principals' Perception of Coaching and Mentoring During Their First-Year" (2018). Educational Leadership & Policy Studies Dissertations. 143.
https://mavmatrix.uta.edu/edleadershippolicy_dissertations/143
Comments
Degree granted by The University of Texas at Arlington