Comparing satisfaction, retention, and success of principals who did and did not participate in a mentoring program

A descriptive quantitative study design was used to determine the impact of induction and mentoring on the success, satisfaction, and retention of new and novice school principals. Three research questions addressed the types of induction experiences new and novice principals reported, the types of support given to new and novice principals, and the types of mentoring new and novice principals reported. The theoretical framework for this study is grounded in the work of Fullan on the principal's role in shaping school culture. A descriptive research design was used, and descriptive data were collected from a purposive sample of new and novice principals to determine the impact of induction and mentoring on their success, satisfaction, and retention using the Principal Induction and Mentoring Survey. Mann-Whitney test was used in the statistical analysis. Findings indicated that no significant differences existed in the reported satisfaction, success, and retention of those who participated in mentoring and induction activities and those who did not. The study can guide school divisions in defining the important aspects of policy and parameters of formal mentoring programs. During this era of educational accountability, the need for well-trained principals capable of leading high needs schools will continue to increase. Implications for social change including enhanced understanding of the role of principal effectiveness in impacting; continued focus on building leadership capacity in schools can provide new principals with the support they need to ensure that instructional environments for students are effective and that schools are successful.