Principals' Confidence In Instructional Leadership Skills: A Comparison of Former and Non-Former Teacher Mentors

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Leadership and School Counseling

First Advisor

Thelma J. Roberson

Advisor Department

Educational Leadership and School Counseling


Given the similarities between mentoring duties and instructional leadership duties, the researcher proposed that school principals who had served as mentor teachers in the Kentucky Teacher Internship Program before becoming principals would show increased confidence in four areas of instructional leadership. These four areas included conducting classroom observations, providing feedback to teachers following observations, engaging teachers in discussions about their teaching, and being sensitive to the needs of new teachers. Two hundred eighty-five Kentucky principals completed a 24-item questionnaire in which they ranked their confidence levels (on a 9-point Likert scale) regarding the four areas under investigation. MANOVA results indicated that the group with no mentoring experience was no less confident than the former mentor group. The researcher interviewed three former mentors who were working as principals to gain further insight on how serving as a mentor may prepare one for the instructional leadership duties of the school principal. The interview participants indicated that serving as mentors in the Kentucky Teacher Internship Program increased their confidence and effectiveness as instructional leaders.