Mentoring novice school principals in Chile: what do mentors learn?

Abstract

Purpose The purpose of this paper is to explore the mentors’ knowledge gained of eight Chilean mentors during their first experience working within a formal mentoring program supporting novice school principals. Design/methodology/approach This study uses a qualitative approach. Research design, data collection and data analysis comprise an interpretative approach to aid the understanding of the learnings and personal processes involved in the mentoring experiences of mentors. For that the authors have coded 280 reflection sheets from the whole process of mentoring. Findings Mentors learn how the system works, how the school context offers opportunities and limitations for novice school principals, how they themselves perform their role and what professional strategies are effective for supporting new principals. In practical terms, mentors learn the relevance of being a good listener, critical friend, guide, supporter, respondent and source of knowledge. Practical implications Mentoring is an important professional activity that can promote the retention of principals and improve their organization and professional socialization within schools. Originality/value This is the first study presenting a formal experience in mentoring in Latin America.