The focus of this study was on examining the role of mentoring relationships established in formal mentoring programs in building strong leaders for schools, and investigated the types of learning that occur within a formal mentoring program designed to assist and support novice administrators in dealing with work-related challenges. As the primary researcher, I sought to contribute to the body of mentoring research by identifying the types of learning that take place for novice school administrators in a formal mentoring program, as well as the perceived benefits and drawbacks experienced through a mentoring relationship, therefore highlighting the importance of mentoring programs and how they might be improved for future establishment in districts and states that currently do not have mentoring programs in place. I sought to gain an understanding of the learning that takes place in mentoring relationships through obtaining in-depth, detailed, thick description of novice administrators’ experiences and perspectives. For this purpose, I conducted an empirical investigation using qualitative-naturalistic inquiry methods. I collected data primarily through in-depth, focused participant interviews.
Drawing together the findings of this study revealed both the “what” and “how” of learning within formal mentoring relationships under the direction of a state-wide programmatic initiative. Participants reported that mentees learned to communicate more effectively with colleagues, parents and community members. Managing time more effectively was also identified as a learning outcome. Mentees developed a better understanding of their new role as an administrator and believed they learned to be better leaders. Participants also reported learning occurred involving situational problem solving involving policy and procedure.
Throughout the mentoring process, ongoing, supportive dialogue between the mentor and mentee established a level of trust, which laid the foundation for a meaningful learning experience. Much of the learning was experienced as the result of critical reflection on the part of the mentee regarding day-to-day actions and experiences. Job-embedded, authentic, and interactive learning experiences such as observations or participating in walkthroughs together were instrumental in developing new knowledge and skills of novice administrators. Often new learning happened as a result of conversations between mentees and mentors in which mentors shared ideas, interpretations of situations, and best practices. Participants in the study identified benefits of participating in a mentoring program, such as developing a meaningful professional relationship. All mentees and mentors in the study indicated that professional learning was a significant benefit of their involvement in the program. They were unanimous in their belief that a mentoring relationship served as a catalyst for professional learning and recommended participation in a mentoring program.