MENTORING PROCESSES STRENGTHENING WOMEN’S RELATIONAL LEADERSHIP A PILOT STUDY

Authors

  • Tamara Beth Lipke State University of New York at Oswego

DOI:

https://doi.org/10.12957/periferia.2018.33131

Keywords:

educational leadership, gender, mentoring, novice principals

Abstract

Providing support to principals through mentorship has been studied across many fields and at various points along the career continuum. This qualitative pilot study was designed to explore the perceived impact of a mentoring handbook on the professional development of principals involved in a mentoring initiative in one school district context. This handbook served as a guide for relationship-building and professional growth for novice and early career principals. The handbook presented a self-guided approach to professional development and addressed the roles of mentor and mentee principals. An analysis of the female study participants’ perceptions contributed to the surprising interpretive finding that the female mentors were more likely to link their mentoring work to their individual growth. Female mentors also discussed their mentoring in the context of their relationships with others. The formal mentoring relationship was dyadic. This confirms research on females and mentoring and suggests future approaches to investigating the impact of more team-orientated forms of mentoring.

Author Biography

Tamara Beth Lipke, State University of New York at Oswego

Assistant Professor

Educational Administration Department

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Published

2018-07-10

How to Cite

Lipke, T. B. (2018). MENTORING PROCESSES STRENGTHENING WOMEN’S RELATIONAL LEADERSHIP A PILOT STUDY. Periferia, 10(2), 80–102. https://doi.org/10.12957/periferia.2018.33131

Issue

REVISTA PERIFERIA, V. 10, N. 2, jul./dez. 2018 - Mulheres Líderes em Educação: das periferias aos centros / Women Leading Education: from margins to centers

Section

Dossier

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