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This paper provides guidelines for implementing a formal mentoring program for South African school principals. Based on a review of literature, the following steps are discussed in detail: (1) declaring intent; (2) determining the role players; (3) forming a planning committee; (4) implementing the program; and (5) evaluating the program. Benefits to the protege include increased self-confidence, improved interpersonal skills, the development of personal reflection, and application of theory to practice. Mentors gain personal growth, professional satisfaction, improved communication skills, heightened motivation, and the development of leadership skills. The appendix includes a diagram of the implementation stages. Contains 58 references. (LMI)

This paper examines the need for a mentoring program for school principals in developing countries where, as in South Africa, no formal structures for principal mentorships exist. Following an overview of mentoring and a review of literature, characteristics of a successful mentoring system and effective techniques for observation and feedback are described. Some essential elements include mutual responsibility, trust, long-term goals, and clear objectives. Mentors should demonstrate outstanding expertise and knowledge, enthusiasm, flexibility, and practical experience. Proteges develop self-confidence, learn to apply theory to practice, and clarify their own interpersonal styles. Mentors experience professional growth, teamwork, the development of a more stable organizational culture, and greater personal reflection. Some obstacles include time constraints, the individual-oriented climate of most educational systems, and interpersonal problems. In conclusion, a mentoring system is an essential tool for preparing principals, particularly the newly appointed principal. Contains 28 references. (LMI)