The development of a framework for principal mentoring in one education district in the Western Cape

Abstract

The aim of this study was to develop a mentoring framework for principals as a professional development strategy to remedy the dearth of knowledge and skills of novice principals to lead and manage their schools. The original contribution of this research to the body of knowledge is the development of a well-researched mentoring framework for principals of one selected education district in the Western Cape. The roles and responsibilities of principals are discussed in an effort to understand the praxis, realities and experiences of school management and leadership in different contexts and institutions. Mentoring, principal mentoring and the development of a mentoring framework for principals are also discussed. This study hypothesised that the absence of a meaningful, organised, and targeted mentoring framework for principals could exacerbate a dearth of successful and efficient school management and leadership, which can be directly linked to the inexperienced principal's lack of skills in leading and managing schools. Given the complexities of the defined role of the principal, the literature review assisted to articulate the need to offer focussed and thorough support to principals. This need for assistance is particularly acute for new principals as they adapt to their new roles. Aside from the many difficulties and uncertainties that new principals face right away, they also encounter feelings of inadequate training, a lack of support networks, and feelings of alienation. Together with the aim of the study to develop a mentoring framework for principals, the researcher focussed on the principal as learner. For this purpose, the theories underpinning and framing this study were situated learning, andragogy and constructivism. The study made use of a qualitative research method set within an interpretive paradigm using a descriptive intrinsic case study. Thirteen participants – ten principals and three circuit managers – were selected using purposive sampling. Data were generated using document analysis and semi-structured interviews. The findings revealed that the participants were exposed to informal mentoring practices but were never part of a formal mentoring framework. All the participants expressed a need for a mentoring framework for principals. The findings also showed that the main elements of a mentoring framework for principals should be drawn from the participants’ challenges and struggles as they identify these with their real-life experiences. Consistent with literature, an analysis of participant answers of the participants revealed that the outcomes of the mentoring framework for principals should be an agreement between the mentee and the mentor on learning, the learning style and time allocation. Also consistent with literature, the findings revealed that the mentoring framework should be phased accordingly, namely connection, relationship building and implementation, assessment (reflection) and separation. The significance of this study is that it informed the researcher’s theoretical understanding of mentoring frameworks for principals by introducing a focus on the roles and responsibilities of principals and the development of a mentoring framework for principals.