Date of Award

Spring 5-10-2025

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Teaching & Educational Leadership

College

College of Education and Health

Committee Chair

Dr. Tennille Lasker-Scott

Second Committee Member

Dr. John Freeman

Third Committee Member

Dr. Talisha Givan

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Michael Bradley

Abstract

The role of principal mentorship is critical in shaping the success and retention of school leaders, yet the effectiveness of mentorship programs remains an area of ongoing exploration. This study examines the impact of the Beginning Administrator’s Induction(BAI) program in Arkansas, with a particular focus on principal mentorship. Grounded in theories of adult learning and leadership development, this research investigates how structured mentorship influences novice principals’ ability to navigate the complexities of school leadership, impact student achievement, and sustain long-term success in their roles. Utilizing a qualitative research approach, data were collected from principals who participated in the induction program. Their experiences were analyzed to identify key themes related to mentorship effectiveness, professional growth, and leadership challenges. The findings reveal that while mentorship provides essential guidance and support, gaps exist in the availability, consistency, and depth of mentor-mentee relationships. Many participants noted that overloaded mentors and limited resources hindered the program’s impact. This study highlights the need for enhanced mentoring structures, dedicated support systems, and policy improvements to ensure new principals receive the necessary tools for success. The insights gained contribute to the broader discourse on leadership preparation and retention, emphasizing the importance of strong mentorship in fostering resilient and effective school leaders.

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