The Professional Development of School Principals by Means of a Mentoring System in a Developing Country.

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)