An Exploration of the Mentoring Experiences of Elementary Assistant Principals Provided by Elementary Principals Within One Large Urban School District.
Location
Session 1 Presentations - Educator Professional Development I
Proposal Track
Research Project
Session Format
Presentation
Abstract
The purpose of this qualitative phenomenographical study was to explore the different ways that elementary assistant principals experienced mentoring from their elementary principals as a way to provide the requisite leadership development that would lead them to become a principal. This research study was conducted using in-depth semi-structured interviews as the primary data source. Ancillary data sources such as demographic surveys, reviewing district leadership secondary source documents, and researcher journal notes aided in the data triangulation and analysis. This study was guided by one main research question: What are the different ways elementary assistant principals experience mentoring from their elementary principals?
The research question posed allowed participants to illuminate their lived experiences about how elementary assistant principals experienced mentorship directly from their elementary principals. The prominent themes that emerged from the data were: a) assistant principal leadership development, b) principal leadership development, and c) mentorship perceptions. The findings established from this study were interpreted and presented in the context of this study’s theoretical-conceptual framework and extant literature. Research implications for educational leadership and practice were also addressed and discussed.
Keywords
mentorship perceptions, elementary assistant principal development, school leader development
Professional Bio
Dr. Adib Shakir is a school leader, adjunct college professor, and mentor. He brings a wealth of experience and insight to his role as a school leader. He earned an Ed.D. in Educational Leadership from Kennesaw State University. He received his Ed.S. degree in curriculum and instruction from Lincoln Memorial University, a M.A.T in special education from Clark Atlanta University, and a Bachelor of Arts degree in Sociology from Georgia State University. Dr. Adib Shakir serves as an assistant principal in the Atlanta Public School District and is an adjunct professor at Kennesaw State University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Shakir, Adib, "An Exploration of the Mentoring Experiences of Elementary Assistant Principals Provided by Elementary Principals Within One Large Urban School District." (2021). Georgia Educational Research Association Conference. 17.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/17
An Exploration of the Mentoring Experiences of Elementary Assistant Principals Provided by Elementary Principals Within One Large Urban School District.
Session 1 Presentations - Educator Professional Development I
The purpose of this qualitative phenomenographical study was to explore the different ways that elementary assistant principals experienced mentoring from their elementary principals as a way to provide the requisite leadership development that would lead them to become a principal. This research study was conducted using in-depth semi-structured interviews as the primary data source. Ancillary data sources such as demographic surveys, reviewing district leadership secondary source documents, and researcher journal notes aided in the data triangulation and analysis. This study was guided by one main research question: What are the different ways elementary assistant principals experience mentoring from their elementary principals?
The research question posed allowed participants to illuminate their lived experiences about how elementary assistant principals experienced mentorship directly from their elementary principals. The prominent themes that emerged from the data were: a) assistant principal leadership development, b) principal leadership development, and c) mentorship perceptions. The findings established from this study were interpreted and presented in the context of this study’s theoretical-conceptual framework and extant literature. Research implications for educational leadership and practice were also addressed and discussed.
