A Phenomenological Exploration of Mentors' Lived Experiences Supporting Novice Principals Across Alabama

Abstract

Abstract

Newly appointed principals often experience feelings of isolation and insufficient preparation for new leadership responsibilities, contributing to high attrition rates of approximately 18-20 percent. While mentoring has been identified as a key support for novice principals, limited research has examined mentors’ lived experiences, particularly within structured mentoring contexts. The purpose of this qualitative hermeneutic phenomenological study was to explore the lived experiences of trained mentors supporting novice principals across Alabama. This study was guided by the Mentoring for Well-being Model, which integrated Kram’s career and psychosocial functions, Mertz’s model of intent and involvement, and Seligman’s PERMA framework. Through this model, mentoring was understood as a relational and developmental process connected to leadership growth, social connectedness, mentoring structures, and well-being. The model provided a conceptual lens for interpreting how mentors made meaning of their roles, relationships, and support practices. Participants included five experienced educational leaders with more than five years of mentoring experience in structured programs across Alabama. Data were collected through semi-structured interviews and analyzed using an interpretive approach consistent with hermeneutic phenomenology. Analysis included repeated engagement with the transcripts, identification of significant statements, development of meaning units, coding, and theme development through iterative movement between parts of the data and the whole. Six themes emerged: (1) intentional development of leadership capacity, (2) leadership identity formation, (3) support for well-being and professional sustainability, (4) mentoring as a professional calling, (5) relational trust as the foundation of mentoring, and (6) reciprocal learning and growth. These findings indicated that mentoring was experienced as growth-centered, relational, intentional, and reflective. Mentors supported novice principals not through direct advice, but through questioning, active listening, and reflective dialogue, along with timely feedback, enabling novice principals to construct their own leadership understanding and identity. These practices helped novice principals construct meaning leadership understanding, strengthen leadership identity, and develop resilience. Findings also showed that mentoring was meaningful and sustaining for mentors, contributing to purpose, professional connection, and reciprocal growth. At the same time, mentors recognized the need to regulate their own well-being by managing time, emotional energy, availability, and boundaries while remaining invested in their protégés. The findings supported the Mentoring for Well-being Model by illustrating how career development, psychosocial support, intentional involvement, relational trust, and well-being operated together within structured mentoring relationships. Implications suggest that structured mentoring programs should emphasize relational trust, reflective practice, individualized support, mentor preparation, and sustained engagement over time. This study contributes to educational leadership literature by centering mentors’ perspectives and advancing understanding of mentoring as a relational and growth-centered practice that supports novice principal development, well-being, and leadership sustainability.