Isolated or Integrated? Tracing the Principal Mentor-Intern Relationship across an Academic Year

High-quality principal internships are defined, in part, by support from high-quality principal mentors. We traced the development and quality of principal mentor-intern relationships during an academic school year and found that mentors played a significant role in determining the extent to which i...

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Bibliographic Details
Main Authors: Timothy A. Drake (Author), Lacey E. Seaton (Author), Laura Ivey (Author)
Format: Book
Published: MDPI AG, 2023-04-01T00:00:00Z.
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100 1 0 |a Timothy A. Drake  |e author 
700 1 0 |a Lacey E. Seaton  |e author 
700 1 0 |a Laura Ivey  |e author 
245 0 0 |a Isolated or Integrated? Tracing the Principal Mentor-Intern Relationship across an Academic Year 
260 |b MDPI AG,   |c 2023-04-01T00:00:00Z. 
500 |a 10.3390/educsci13050442 
500 |a 2227-7102 
520 |a High-quality principal internships are defined, in part, by support from high-quality principal mentors. We traced the development and quality of principal mentor-intern relationships during an academic school year and found that mentors played a significant role in determining the extent to which interns were isolated or integrated into the school leadership team. Specifically, mentors influenced (1) the types of tasks and activities interns were allowed to engage in, (2) the level of autonomy interns were afforded, and (3) the support interns received. Importantly, interns' own proactivity shaped each of these aspects of their internship experience. 
546 |a EN 
690 |a principals 
690 |a principal preparation 
690 |a internship 
690 |a mentorship 
690 |a school administration 
690 |a Education 
690 |a L 
655 7 |a article  |2 local 
786 0 |n Education Sciences, Vol 13, Iss 5, p 442 (2023) 
787 0 |n https://www.mdpi.com/2227-7102/13/5/442 
787 0 |n https://doaj.org/toc/2227-7102 
856 4 1 |u https://doaj.org/article/6e5b112e46a84c1386d3c49c59a3e79c  |z Connect to this object online.