Lessons Learned and Wisdom Earned: A Phenomenological Study of the Lived Mentoring Experiences of Ontario's Vice-Principals
School of Education
Doctor of Education (EdD)
Instructional Leadership, Leadership Development, Mentoring, Self-Efficacy, Succession Planning, Vice-Principal
Education | Educational Leadership
Burwell, Terry W., "Lessons Learned and Wisdom Earned: A Phenomenological Study of the Lived Mentoring Experiences of Ontario's Vice-Principals" (2017). Doctoral Dissertations and Projects. 1555.
Succession planning, leadership development, effective instructional methods, and successful mentorship practices are vital to the growth of today’s school boards. Existing research shows those willing to grasp the reins of leadership have benefitted from a district’s formalized mentoring program. The purpose of this phenomenological study is to determine the mentoring needs of beginning Vice-Principals and determine their views of the most critical areas that need addressing in the mentoring program at the Ottawa Valley District School Board (a pseudonym). This study uses a phenomenological design to explore the experiences of ten administrators who are new to the role of Vice-Principal. The setting for this study is the Ottawa Valley District School Board. Interviews, observations, and a focus group were used to collect data. Data was analyzed by organizing data into computer files. In turn, these files were converted into appropriate text units for analysis by hand and computer. Moustakas’ (1994) Seven Steps of Data Analysis were used to arrive at meaning and essence for the participants. Triangulation, member checking, rich thick description, and bracketing are used to address issues of trustworthiness.