Along the way : a phenomenological study of principals' experiences and perceptions of mentoring relationships

The focus of this research study was to examine the lived experiences and perceptions of principals with mentoring relationships and the influence of these relationships on their values, leader identity development, and preparation for formal leadership. This included reviewing literature in the areas of mentorship, identity development, and leader preparation. A qualitative phenomenology methodology studied the research question of: What are the perceptions and experiences of principals with mentoring relationships in the K – 12 school system and how have these relationships influenced their values and identity development? Data were gathered using semi-structured interviews of four participants. Data analysis included in vivo and values coding. The interpretation of the results arrived at three themes: Mentoring in Place and Space; Trusting Relationships; and Guiding Mentorship. These themes add to the literature a description of what strong mentorship looks like and how influential mentoring connects to servant leadership theory. The findings recognize the diversity of values held by principals and offer support for informal mentorship within K-12 schools. The interconnectedness of mentoring and leading is discussed and has implications for how principals can engage in mentoring relationships.