Graduation Semester and Year

Spring 2025

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

Dr. Elsa Camargo

Second Advisor

Dr. Joel Leader

Third Advisor

Dr. Israel Aguilar

Fourth Advisor

Dr. Jin Liu

Abstract

The evolving role of school principals has undergone a significant transformation, shifting from traditional teacher management to a multifaceted leadership position that balances managerial and instructional responsibilities with a primary focus on enhancing student achievement. As principals now face increasingly complex challenges, including heightened school accountability, widening student achievement gaps, diminished community support, and fluctuating parent engagement, state programs and school districts struggle to provide adequate support to ensure the retention and longevity of these pivotal educational leaders in their roles.

This study examined how eight novice principals (with 0–5 years of experience) in urban school districts perceived mentorship influenced their retention. Additionally, it identified the mentorship characteristics these principals believe were most impactful in their decision to remain in their roles. This study applied McGuire and Reger’s (2003) feminist co-mentoring framework, which emphasizes an equal mentor-mentee relationship, and highlights the reciprocal learning approach and collaborative growth in professional development. Findings suggest that state programs and school districts must invest in high-quality mentorship initiatives that nurture emerging leaders’ growth and skill development. These comprehensive programs should emphasize resilience, self-efficacy, and transparency, which strengthen and support critical thinking alongside emotional intelligence. Such mentorship programs are crucial in developing leadership skills and promoting career longevity among principals, ensuring a stable and effective leadership pipeline in urban school districts. Ultimately, principals viewed effective mentorship-formal or informal—as a key factor in their decision to stay, underscoring the value of supportive, empowering relationships that blend diverse leadership qualities to reduce attrition and strengthen urban education.

Keywords

At-Risk Student, Attrition, Effective Principal, Instructional Leadership, Mentorship, Novice Principal, Principal Self-Efficacy, Urban School

Disciplines

Educational Leadership | Elementary and Middle and Secondary Education Administration | Elementary Education | Secondary Education | Urban Education

License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Download

Available for download on Monday, May 11, 2026

Share

COinS