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dc.contributor.authorMonahan, Bobbie Jo
dc.date.accessioned2012-05-18T16:44:42Z
dc.date.accessioned2015-10-01T18:58:45Z
dc.date.available2012-05-18T16:44:42Z
dc.date.available2015-10-01T18:58:45Z
dc.date.issued2012-05-18T16:44:42Z
dc.identifier.urihttp://hdl.handle.net/10484/3984
dc.description.abstractThe state of Indiana is undergoing substantial educational reform,as is the nation.Educational leaders are in great need of support as they address reform initiatives.The support that educational leaders receive from mentors/coaches may be a determining factor in how they embrace the latest reform and work with their school communities.The primary purpose of this study was to understand the role of experienced superintendents/district leaders as mentors and coaches to new superintendents/district leaders in times of stressful educational reform.Four experienced district leaders were interviewed using the research method of qualitative inquiry.Based on the perceptions of four experienced district leaders in response to interview questions involving leadership skills outlined by the National Association of Secondary School Principals:Mentoring and Coaching-Developing Educational Leaders,the following conclusions were made:1)The mentor's leadership style is significant in the mentoring of new district leaders.Each participant described his or her leadership styles differently,yet there is a connection of high involvement in their organizations and the need to adapt their leadership to each unique situation. 2)Legislative agendas are directly impacting district leadership.Both Indiana Senate Bill No 575(Collective Bargaining Act,2011a)and Indiana Senate Bill No 1(Teaching Evaluation and Licensing Act,2011b)clearly focus on district leaders.3)Stress defines educational leadership and is a persistent topic between mentors and mentees. 4)Stress is a positive factor in leading.However,the stress from current educational reform is viewed as a positive factor in leading amidst the negative stressors. 5)Successful mentoring practices in education among participants are more informal than formal.6)The reasons for mentoring in an educational setting are grounded in feeling of moral accountability regarding mentoring and giving back to the craft of leading.
dc.description.statementofresponsibilityBobbie Jo Monahan
dc.language.isoen_US
dc.subject.lcshEducational change.
dc.subject.lcshLeadership.
dc.subject.lcshMentoring.
dc.subject.lcshExecutive coaching.
dc.subject.lcshStress management.
dc.subject.otherEducational reform.
dc.titleSchool leadership mentoring characteristics in an era of significant educational reform.
dc.typeDissertation
dc.date.graduationmonthMay
dc.date.published2012
dc.description.committeechairBalch, Bradley
dc.description.committeemembersGambaiani, Larry
dc.description.committeemembersGruenert, Steve
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment of Educational Leadership, Administration, and Foundations
dc.description.imprintCunningham Memorial library, Terre Haute,Indiana State University
dc.description.itemidetdILL-ETD-066
dc.description.levelDoctoral
dc.description.noteTitle from document title page. Document formatted into pages: contains 140 p.: ill. Includes abstract and appendix
dc.rights.accessrightsIf you are the author of this work and would like to have online access removed, please use the feedback form http://scholars.indstate.edu/feedback to contact us
refterms.dateFOA2021-06-02T11:29:04Z


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