ABSTRACT
This dissertation focused on the extent to which principal mentoring supported new principals' leadership for equitable outcomes for all students. Using a human-centered leadership framework, three principal mentoring pairs participated in a two-month study of their mentoring practices. A combination of individual and group interviews was used to explore the kinds of mentoring practices that were used and their impact on decision making and leadership in three Canadian elementary schools. Findings included the importance of social-emotional leadership. New principals needed encouragement and support as they led their schools through the COVID-19 pandemic. Understanding and awareness of current bias did not shift through conversations between mentors and mentees. Mentors and mentees engaged in storytelling and rehashing one's "aha moments." These past reflections affirmed existing assumptions and did not appear to shift mentees' mindsets or lead to resolutions for practice in future dilemmas. Mentors did not report discourse patterns that challenged existing practice or offered insight into tactics that might leverage participatory decision-making for long-term change. The results suggest the need for a structured principal mentoring program that focuses on leadership for equity. This approach to mentoring can be taught. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The COVID-19 global pandemic has forced all school administrators, educators, students, and families to transition quickly to new methods of teaching and learning. Over the course of 2 years, teaching and learning has undergone many iterations of instruction, including remote, hybrid, in-person with safety precautions, and in-person with frequent quarantining. This narrative qualitative study examined elementary principals' perceptions of stress and resilience and the effects on their health and leadership practice beset by the COVID-19 global pandemic. The purpose of this study was to add to existing research focused on developing targeted systems of support for principals as they engage in crisis leadership. The findings of this study revealed elementary principals leaned into their previous experience with crisis management and leadership, relationships matter most, and being adaptive was critical during a pandemic. Although there were negative and positive health effects for the principals, the participants did deploy resilient practices of self-care. As a result of these resilient practices, they engaged in a dynamic process of self-development. The researcher made recommendations for future studies to aid the field of education by filling gaps in research in studying the phenomena of principals' actions, decisions, and recovery during an enduring crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
This dissertation focused on the extent to which principal mentoring supported new principals' leadership for equitable outcomes for all students. Using a human-centered leadership framework, three principal mentoring pairs participated in a two-month study of their mentoring practices. A combination of individual and group interviews was used to explore the kinds of mentoring practices that were used and their impact on decision making and leadership in three Canadian elementary schools. Findings included the importance of social-emotional leadership. New principals needed encouragement and support as they led their schools through the COVID-19 pandemic. Understanding and awareness of current bias did not shift through conversations between mentors and mentees. Mentors and mentees engaged in storytelling and rehashing one's "aha moments." These past reflections affirmed existing assumptions and did not appear to shift mentees' mindsets or lead to resolutions for practice in future dilemmas. Mentors did not report discourse patterns that challenged existing practice or offered insight into tactics that might leverage participatory decision-making for long-term change. The results suggest the need for a structured principal mentoring program that focuses on leadership for equity. This approach to mentoring can be taught. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The COVID-19 global pandemic has forced all school administrators, educators, students, and families to transition quickly to new methods of teaching and learning. Over the course of 2 years, teaching and learning has undergone many iterations of instruction, including remote, hybrid, in-person with safety precautions, and in-person with frequent quarantining. This narrative qualitative study examined elementary principals' perceptions of stress and resilience and the effects on their health and leadership practice beset by the COVID-19 global pandemic. The purpose of this study was to add to existing research focused on developing targeted systems of support for principals as they engage in crisis leadership. The findings of this study revealed elementary principals leaned into their previous experience with crisis management and leadership, relationships matter most, and being adaptive was critical during a pandemic. Although there were negative and positive health effects for the principals, the participants did deploy resilient practices of self-care. As a result of these resilient practices, they engaged in a dynamic process of self-development. The researcher made recommendations for future studies to aid the field of education by filling gaps in research in studying the phenomena of principals' actions, decisions, and recovery during an enduring crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)