The purpose of this study was to conduct an investigation of the meanings novice
high school assistant principals have constructed from their experiences to comply with
Texas Administrative Code, Title 19 Part 7 Chapter 241.20, which requires an induction
period for all new campus administrators. This study focused only on the mentoring
aspect of the induction program. This study was not designed as an evaluation tool for
the purpose of assessing any particular district’s mentoring plan for its new principals,
nor was it designed to evaluate the state statute. This study was about how a state statute
on mentoring has been experienced by novice high school assistant principals and the
resulting apparent effects of different strategies on the personal growth and learning of
the novice high school assistant principals. This is a qualitative study with a sample
selection that was nonrandom, purposeful, and small. Grounded theory anchored the
data analysis process as the researcher examined emergent themes. This careful
inspection and analysis of the mentoring component of the induction year for novice high school assistant principals will pave the way for further studies in the new wave of
mentoring. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/ETD-UT-2010-12-2372 |
| Date | 09 February 2011 |
| Creators | Wehring, Vera Kay |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | thesis |
| Format | application/pdf |
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