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Examining the experiences of mentoring to develop current and former Black female assistant principals' self-confidence and leadership skills

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dc.contributor.authorYounger, Latrese D.en
dc.contributor.committeechairAlexander, Michael D.en
dc.contributor.committeememberPrice, Ted S.en
dc.contributor.committeememberCash, Carol S.en
dc.contributor.committeememberDias, Tamaraen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2024-03-09T09:00:10Zen
dc.date.available2024-03-09T09:00:10Zen
dc.date.issued2024-03-08en
dc.description.abstractThe role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). Cited research indicates that mentoring is effective in developing both leadership capacity and self-confidence or self-efficacy for new school leaders (Allen et al., 1995; Barnett et al., 2017; Calabrese and Tucker-Ladd, 1991; Craft et al., 2016; Gurley et al., 2015; Harris, 2020; Hausman et al., 2002; Lester et al, 2011; Liang and Augustine-Shaw, 2016; Marshall and Phelps, 2016; Parfitt and Rose, 2020; Ryan, 2011; Searby et al., 2017; Spillane and Lee, 2014). The purpose of this study was to identify the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. A secondary purpose was to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race was the primary driver needed for a successful mentoring relationship. Data also supports a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals.en
dc.description.abstractgeneralThe role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). This study investigated the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. Additionally, the researcher aimed to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race, was the primary driver needed for a successful mentoring relationship. Data also supported a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:39467en
dc.identifier.urihttps://hdl.handle.net/10919/118300en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectassistant principal mentoringen
dc.subjectBlack female assistant principalsen
dc.subjectbarriers for Black women to the principalshipen
dc.subjectassistant principal confidenceen
dc.subjectbuilding assistant principal capacityen
dc.titleExamining the experiences of mentoring to develop current and former Black female assistant principals' self-confidence and leadership skillsen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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