Abstract
Integration of mentoring program in Principal Preparation Program (PPP) is an effective way to develop prospective school principals. This study aims to portrait mentoring supports from mentors in the On-the-Job Learning (OJL) of PPP from perspectives of mentees and to reveal areas of mentoring which need improvement. The study utilized group interviews for data collection as it was a follow-up study of Education Sector Analytical and Capacity Development Partnership (ACDP) 2016. Three-semi structured group interviews were conducted with mentees from Central Java consisting of 20 primary school and 10 secondary school prospective principals. Thematic analysis was used to code the data and to identify themes. The study revealed that mentoring supports for mentees of PPP need improvement. Mentors, especially those of primary schools, need to improve their professional knowledge and mentoring skills to optimize the learning of mentees. Too many activities and tight schedule of the mentors, especially those in secondary schools hampered them to scaffold mentees' learning. The study findings informed the urgency to design and to run training for mentors to improve their practices in mentoring prospective school principals. Further research on mentoring can expand this study because the respondents of this study were not representative of the overall population of prospective principals. Besides, similar studies can be conducted with prospective principals whose mentors are alumni of training for school principals, assuming that mentoring quality might be better since they have attended an 8-day training for school principals.
Highlights
Principal Preparation Program (PPP) has long become the attention of educational stakeholders in the world
In Indonesia, the PPP training is regulated in the Ministry of Education and Culture number 6 year 2018 and Guidelines from General Director of Teachers and Educational Personnel number 26017/B.B1.3/Hk/2018, which consists of In-service Learning 1 (IN-1), On-the-Job Learning (OJL), and In-service Learning 2 (IN-2) in which time allocation of IN-1 is 70 hours, OJL is 200 hours, and IN-2 is 30 hours
The discussion of the findings was guided with two identified themes: mentoring supports given to mentees in the process of OJL, and areas need improvement for better mentoring of school principals
Summary
Principal Preparation Program (PPP) has long become the attention of educational stakeholders in the world. Orr and Orphanos [31] found that the quality of PPP would give a positive impact on improving school quality and school climate. This reported research was strengthened with varies of researches confirming that school principals who are well prepared positively contributed to the improvement of students’ achievements [4,32,38]. IN-1 is a face-to-face training program in which prospective principals discuss and learn competencies and tasks of a school principal. OJL is a vehicle to practice competencies and tasks of school principals learnt in IN-1. IN-2 is a phase in which the training participants present their OJL reports and power point of OJL
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