Abstract
In this article, we presented a description of a recent study of the ways in which a group of practicing school administrators perceived their involvement as mentors in an innovative preservice principal preparation program. It was believed that the involvement of experienced practitioners in such a program was critical because it would be beneficial to aspiring administrators. What we discovered was that mentoring often appears to have parallel benefits to both mentors and proteges. Further, we learned more about the precise nature of the benefits achieved by the mentors.
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