| This exploratory qualitative study investigated female special education administrators' perceptions of how vertical and horizontal mentoring relationships, formal and informal, impact their job performance. Of the eight administrators who participated in one-on-one semistructured interviews, six completed journal entries and five participated in a focus group interview. Using Keinanen and Gardner's (2004) research on mentoring as the conceptual framework, conclusions included the following: Vertical mentors provided a feedback loop and specific feedback on job performance which resulted in an increase of administrators' confidence and competence; horizontal mentors provided emotional support and contextual information which mitigated the effects of work-related stress; and vertical and horizontal mentors aided in decision making which promoted female special education administrators' ability to solve problems.;Recommendations for practice, all of which have implications for educational leadership, include the provision of mentors by school districts to support the induction of female special education administrators, as well as the provision of time to debrief with mentors. Mentors of female special education administrators should have knowledge of special education to effectively support inductees, and districts should provide new administrators with opportunities to problem solve with others. Further qualitative research is recommended to ascertain the essential components of effective mentoring relationships for female special education administrators, as well as to identify the positions of mentors and determine if mentors serve a particular function based on their current assignment. Future qualitative research may also attempt to differentiate between the types of cognitive problem solving processes that occur with vertical and horizontal mentors. Lastly, in the absence of traditional mentoring supports, future research in the areas of on-line mentoring is recommended to provide opportunities for female special education administrators to problem solve with others. |
