Mentoring Of Novice School Principals By Experienced Principals In The Khomas Region In Namibia

ABSTRACT

Namibian schools are faced with many and serious challenges and skilful leadership of school principals is essential as it is a major contributing factor to school improvement and effectiveness. However, it should be ensured that school principals are well trained and receive continuous professional development (Bush & Oduro, 2006). This may for example be through mentoring novice school principals. Although novice principals in Namibia receive induction from school inspectors, unfortunately the inspectors tend to focus merely on policy implementation (Mushaandja, 2006) and little on helping beginning principals become acquainted with their new leadership roles. It is against this background that the researcher aimed to find out if there is a need for novice principals in the Khomas region to be mentored by experienced principals. The study employed a mixed method research design involving questionnaires and interviews as instruments. The study population consisted of 111 participants (10 novice and 94 experienced school principals and 3 school inspectors), from the Khomas region. A sample of 33 participants (3 school inspectors, 10 novice principals and 20 experienced principals) were selected using systematic and purposive sampling techniques.