Abstract
Purpose. Throughout history, mentors have provided guidance and support to individuals, particularly during times of transition. Prior research on mentoring focused on dyadic relationships between mentor and mentee. New elementary principals face a career transition from the role of teacher to that of supervisor, manager and administrator; yet the job demands of the principalship limit opportunities for traditional dyadic mentoring relationships. In order to understand the perceived mentoring needs of new principals and how they are met, alternatives to one-on-one mentoring must be considered. This study explored the application of Kram and Higgins's network mentoring theory, which was developed through research in the business world, to the experiences of new public elementary school principals in Nevada. Methodology. In-depth interviews were conducted with a random stratified sample of public elementary school principals in Nevada with less than five years of experience. Using Kram's definitions of career and psychosocial mentoring functions, participants reported which supports they received and who provided those supports. Transcripts of the interviews were analyzed using qualitative methods. Participants' quotes were used to create a rich description of the mentoring experiences of new elementary school principals. Conclusions. Evidence indicates that Kram and Higgins' network mentoring theory developed in the business world applies to the experiences of new public elementary school principals in Nevada. Participants in this study reported receiving each of Kram's career and psychosocial supports, although participants reported some more frequently than others. Principals in this study depended on individualized networks of mentor supporters from both within and outside of the organization. Recommendations. The conclusions of this study provide a new perspective through which to explore mentor supports for new elementary principals. New principals can build personalized networks to meet their unique support needs. Districts must recognize, promote and support network mentoring as a way to provide new principals with the career and psychosocial supports they need to manage the increased stress and responsibility faced by today's principals. Districts should provide time for new principals to explore their needs for both career and psychosocial mentoring and opportunities for new principals to meet and interact with potential mentor supporters.