For principals of high-performing independent schools in South Africa, realizing a vision of inclusion, where learning is accessible to all is not easy. Research shows that school leaders play a crucial role in developing and sustaining inclusive practices, and navigating conflicting agendas and contextual challenges. Research identifies a range of benefits associated with mentoring for school leaders to prepare them for the challenge of leading successful inclusionary schools. For example, it was shown that aspirant school leaders, employed in middle management roles, found that regular engagement with a dedicated and experienced mentor supported them to navigate the range of radical social, political, economic, cultural, and pedagogical challenges pervasive in high performing schools.

This paper reports on a two-year longitudinal study with two focal research areas. In the first focal area, the researcher tracks and explores the experiences of (n=11) in-service, aspirant school leaders participating in a mentorship program that is a component of a part-time, bespoke Master of Education in Leadership degree at a Johannesburg university. Secondly, the researcher explores the educational leadership mentoring capacity of (n=10) mentors working with aspirant school leaders on the bespoke M Ed leadership degree, to identify factors that support or hinder the development of this leadership capacity. This paper focuses on the first research area and explores the mentees' experiences of being mentored. Each aspirant leader, enrolled in the degree program, has been assigned a personal mentor, an experienced school principal, for the duration of the degree. The mentor conducts onsite visits at the mentee's school and engages in multiple face-to-face reflective conversations.

The first part of this paper shines a light on the existing literature from South Africa about the experiences of teachers and school leaders who have participated in mentorship programs. The second part of this paper presents results from the initial findings from the study that explored the mentees' experiences of the mentorship program.

This is a qualitative study and each of the participants engaged in semi-structured interviews at the inception, middle, and end of the mentorship experience. Initial findings indicate that the mentees:
(1) valued the goal setting initiatives,
(2) valued the proximity and close contact with the mentor to address sensitive and emotional issues,
(3) valued the site visits where mentors came to observe them leading in their schools, and
(4) valued the ‘prior experience’ of the mentors as this experience proved invaluable in problem solving and interpersonal conflict resolution.

The findings presented in this paper will enhance our understanding of aspirant leaders' professional needs, their perceptions of mentorship, and the degree to which mentoring can help implement leadership strategies. Findings are anticipated to reveal what affords or inhibits mentored students professional learning and practice. It is envisioned that supporting aspirant school leaders contributes to achieving the objectives of the United Nations Sustainability Goal 4, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

Keywords: Mentorship, mentees, principals, school leaders, inclusive education.