Boon, Zoe Suan Loy

This thesis set out to find answers to these research questions: What were the significant formative influences on the novice principals and how did those influences have an impact on their behaviours, actions and attitudes in their present roles? In the views of the novice principals, to what extent were they prepared for their first experience of principalship? What were the significant relationship experiences encountered by these principals during their first two years in post? What forms of decision-making, advice, counsel. emotional and other support did the beginning princilpals draw on during the first two years in their respective postings to enable them to face the complexity of their roles effectively? In what ways can other novice principals be better prepared and supported at the systemic, organisational and individual levels when they first take up principalship positions?

A post-positivist, biographical approach was adopted to seek answers to these questions. For the main part of the study, in-depth interviews were conducted with twelve beginning principals in primary and secondary schools in Singapore. A standard interview structure was designed to elicit responses from these principals, who were in post for a duration of six months to two years.

Data from these principals, together with a wide spectrum of information from secondary sources, pointed to several key findings. First, the formative years of these novice principals had a considerable impact on their practice of principalship. In addition to the influence of religion, it was the socialisation agencies of the principals' respective families and schools that played a noticeable role in the conception of their "self' and their "leadership character". Second, the early work experiences of these principals prior to school headship were critical not only in terms of preparing them for their nevv roles, but more significantly, in the way they strategised their career trajectories. Third, the act of leading in the initial incumbency phase was fraught with numerous challenges, most of which were closely related to the contexts of their respective schools. Hence, the first years of principalship had much to do with not only the formative years and preparatory phase during accession, but also the larger contexts beyond the perspectives of the principals as individuals.

In Singapore, in particular, its unique historical, economic, and socio-political context has defined the broad agenda and priorities of the Ministry of Education (MOE). In a work environment characterised by continuous change, uncertainty and unpredictability, it was not surprising that the novice principals claimed that no one could to be fully ready to head schools, regardless of their levels of preparation prior to headship or the nature of formal training.

Finally, from the data, ideas were generated about the shape that leadership preparation might take in the future in Singapore. In particular, an emerging Singapore model of principalship formation was proposed.

This paper sets out to present findings based on a study of the processes of "principalshipmaking" in the Singapore education system. Data was gathered from twenty-one primary and secondary school principals, each with headship experiences ranging from one to fifteen years. The paper highlights how the formative years of these principals had a significant impact on "who" they were and how that determined the ways they led schools. Second, based on what principals said about their pre-headship years, the processes of socialisation along the leadership path were evident. Besides the influences of the formation and accession phases, other ways in which principals were "prepared" to take on leadership roles are also raised. Finally, the paper concludes with practical implications of the study on policies related to principalship selection, training, and appointment.

Mentoring is a professional development strategy that has been generating considerate interest amongst those involved in the training of educational administrators, both in Singapore and elsewhere.

This study examines the nature of the relationship between mentoring principals (mentors) and their pre-matched trainee principals (proteges). Findings are based on the mentoring experiences of 24 pairs of mentors and proteges over the period 1987 to 1990. A pair-wise questionnaire survey technique was used to gather initial data. This was supplemented by in-depth semi-structured interviews with randomly selected mentors and proteges.

Data obtained indicated that the 'structured' mentoring scheme which was part of Singapore's principalship training programme benefited both the mentors and proteges. Findings suggested that the proteges benefitted more than the mentors. However, proteges' gains were found to be dependent on who their mentors were and how they or their mentors behaved. Mentors, on the other hand, gained irrespective of the personal qualities and behaviours of their proteges.

The behaviours of mentors and proteges were more critical than their personal qualities in determining the extent of benefits to be obtained from mentoring. Effective mentorships were likely to result if mentors and proteges related to one another in a mutually open and trusting atmosphere.

The findings suggest that the Singapore mentoring programme can be improved and refined in several ways. With this in mind, implications for practice are drawn, and these relate to Ministry officials, trainers, mentoring principals and trainee principals.

Purpose This paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of beginning principals and principal-trainers, as well as the related benefits and challenges. Design/methodology/approach A qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis. Findings Beginning principals described a positive, helpful and empowering coaching experience when coached by principal-trainers. The latter skillfully asked questions in a safe, non-threatening space for deeper self-reflection. In the process, beginning principals gained greater self-awareness and self-empowerment, and appreciated the shared context of school leadership. While coaching is a useful leadership development approach, inherent implementation challenges were identified. Research limitations/implications Coaching as a system-wide strategy to support school leaders in Singapore has only recently been implemented. Further research using a larger sample is recommended as coaching becomes more pervasive. Practical implications The findings revealed a compelling case for a more pervasive adoption of coaching as an approach to support leadership development. Coaching facilitates effective school leadership, and there is scope for self-coaching, peer coaching and coach supervision of principals, middle leaders and classroom teachers. Originality/value This paper highlights the nature and positive impact of principalship coaching within a specific policy and cultural context of the Singapore education system. It adds to the body of literature on principal preparation, development and support.