Wellbeing: An Outcome of Mentoring

Abstract

Research regarding stress and burnout suggests the pressures of life as a principal are becoming more intense each year. School principals are leaving their jobs. The purpose of this study was to explore mentoring as a way to combat the stress of the principalship. This phenomenological study focused on mentoring principals for well-being using Seligman’s (2011) positive psychology framework, PERMA, and the Mertz (2004) mentoring framework. It explored principal well-being as reflected in mentoring practices. Nine school principals from different communities in Alabama were interviewed. Twelve themes emerged, and aligned with the five PERMA domains: positive emotion, engagement, relationships, meaning, and accomplishment. The findings of this study showed principals had improved hard and soft skills. They had improved confidence along with personal and professional growth. The progressed toward independence. The deep connections with the mentors improved their well-being and decreased their stress.