Mentoring programs for new administrators help them learn the skills for survival and become more thoughtful administrators and instructional leaders. These new administrators need to be able to define their mentoring experience and reflect on how it has impacted them. This study focused on the meaning and impact of mentoring to new administrators who are located in small and rural school districts in Wisconsin.

This study is divided into five chapters. Chapter One covers a discussion of the problem and the need for the study; it also establishes the theoretical framework of constructivism associated with this study. Chapter Two provides the background of mentoring, program concerns, and connects mentoring to the theory of constructivism and the adult learning theory. It also reviews the legal requirements established for mentoring. Chapter Three contains the methodology and the design of the study and the analysis of data. Chapter Four reports the analysis of the data collected from this study. Finally, Chapter Five provides a summary of the findings and implications from this study and provides recommendations for further study.

The data found that several factors impact the meaning of mentoring for new administrators in small and rural school districts. Program elements such as time and structure of the mentoring program are important but the more important factor was the relationship that developed between the mentor and new administrator.

The impact and meaning of mentoring on new administrators provides information on the power of these programs and aids in the refinement and development of effective mentoring programs for new administrators located in small and rural school districts.