Abstract
Although principal mentoring has been widely studied, far less is known about whether state-level mentoring mandates function as effective policy levers for improving principal or student outcomes. This sequential explanatory mixed-methods study examined the relationship between state mentoring mandates in principal preparation programs and four outcomes: principal leadership efficacy, occupational stress, pay satisfaction, and student achievement. Phase 1 employed multiple linear regression with state-level data from the 2020–2021 National Teacher and Principal Survey (NTPS), 2022 National Assessment of Educational Progress (NAEP), and 2023 Education Commission of the States mentoring mandate classifications. Phase 2 used semi-structured interviews with four practicing principals to contextualize quantitative patterns through sensemaking theory (Weick, 1995).
State mentoring mandates were not statistically significant predictors of any outcome after controlling for per-pupil spending, teacher vacancy rates, teacher attrition, and the percentage of under-certified teachers. Structural workforce conditions were the most consistent predictors across models. Qualitative findings indicated that principals attributed their sense of preparation and efficacy primarily to informal mentoring relationships and experiential learning rather than to formal state policy. Together, these findings suggest that mandate presence alone is insufficient to improve principal outcomes; implementation quality and alignment with local workforce conditions matter considerably more.
Date of publication
7-2026
Document Type
Dissertation
Language
english
Persistent identifier
http://hdl.handle.net/10950/5095
Degree
Doctorate in School Improvement
Recommended Citation
Willoughby, Ellen, "STATE-MANDATED PRINCIPAL MENTORING AND ITS RELATIONSHIP TO LEADERSHIP EFFICACY, WORKING CONDITIONS, AND STUDENT ACHIEVEMENT ACROSS CONTEXTS" (2026). Education Theses and Dissertations. Paper 40.
http://hdl.handle.net/10950/5095