Investigating the need for mentoring in novice senior leadership team positions

Abstract

This dissertation investigates the critical need for structured mentoring programmes for novice school leaders. In Malta, newly qualified teachers (NQTs) and student teachers benefit from formal mentoring programmes during their initial years in their new profession, which offers structured guidance, emotional reassurance and opportunities for professional reflection and growth. On the other hand, this cannot be said for novice school leaders who are expected to navigate the complexities of leadership roles on their own without similar support structures. This research, grounded in a qualitative research paradigm, employed a case study methodology to investigate the lived experiences of ten novice school leaders through semi-structured interviews. The research was guided by three research questions aimed at understanding the challenges faced by novice leaders, how mentoring can help these leaders to address these challenges and the key indicators for a successful and relevant mentoring programme. Analysis revealed three major themes highlighting the challenges of transitioning into leadership, the perceived benefits of mentoring and what constitutes to an effective mentoring programme. The findings underscore the urgent need for mentoring for novice school leaders and offer recommendations for this systematic change.