Using Mentor Voice to Inform Educational Leadership Preparation Program Clinical Practices
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| Title: | Using Mentor Voice to Inform Educational Leadership Preparation Program Clinical Practices |
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| Language: | English |
| Authors: | Dionne, Gregg B., Davidson, Jillian F. |
| Source: | International Journal of Educational Leadership Preparation. 2023 18(1):53-66. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Principals, Administrator Role, Mentors, Administrator Attitudes, College Administration, Cooperation, Administrator Education, Instructional Leadership |
| ISSN: | 2155-9635 |
| Abstract: | The role of the principal in leading schools is vital to the success of the school. Mentors play a critical role in supporting educational leadership candidates during the clinical experience at the graduate level. This qualitative embedded single case design study explores the perceptions of mentors related to support from IHEs, collaboration, incentives, and challenges. This qualitative case study was conducted at one Midwestern IHE. Participants expressed that collaboration with IHEs, other mentors, and candidates was valuable and that they served as mentors to provide candidates with quality experiences in an effort to contribute to the development of educational leadership. Challenges were also reported and findings from the study offer educational leadership preparation programs pertinent information related to potential improvements in supports to mentors for graduate educational leadership programs. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1398201 |
| Database: | ERIC |
| Abstract: | The role of the principal in leading schools is vital to the success of the school. Mentors play a critical role in supporting educational leadership candidates during the clinical experience at the graduate level. This qualitative embedded single case design study explores the perceptions of mentors related to support from IHEs, collaboration, incentives, and challenges. This qualitative case study was conducted at one Midwestern IHE. Participants expressed that collaboration with IHEs, other mentors, and candidates was valuable and that they served as mentors to provide candidates with quality experiences in an effort to contribute to the development of educational leadership. Challenges were also reported and findings from the study offer educational leadership preparation programs pertinent information related to potential improvements in supports to mentors for graduate educational leadership programs. |
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| ISSN: | 2155-9635 |
