Effects of Mentorship on Assistant Superintendents and Their Emotional Intelligence, Challenges, and the Desire to Become a SuperintendentReport as inadecuate




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Journal for Leadership and Instruction, v14 n1 p32-37 Spr 2015

The purpose of this study was to examine mentorship and its effect on assistant superintendents' emotional intelligence, challenges, and the desire to become a superintendent. The 149 participants surveyed in this study were assistant superintendents in Nassau and Suffolk Counties in Long Island, New York and Westchester County, New York. An independent sample t-test between assistant superintendents who have a mentor that were superintendents versus assistant superintendents that do not have a mentor was performed, followed by an item by item frequency analysis. The results show that assistant superintendents who have a mentor are more willing to take on the challenge to be a superintendent. An item by item analysis shows that assistant superintendents have 20% more value in the importance of items challenge and social networking.

Descriptors: Mentors, Superintendents, Social Networks, Item Analysis, Emotional Intelligence, Interpersonal Relationship, Administrator Attitudes, Administrator Surveys, Statistical Analysis, Surveys

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Author: Key, Latoya Y.; Thomas, Stephanie P.; Hunter, Tanesha N.; Morote, Elsa-Sofia; Tatum, Stephanie L.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=153&id=EJ1080679







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