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Peer coaching has been described as an effective form of teacher professional development. Consequently, different aspects of the peer coaching process have been examined. However, no international comparative studies focusing on the differences between the applicability and adoptability of peer coaching in different educational systems were found. This paper seeks to address these issues.

This quantitative study examined cross‐national differences in educators’ beliefs about peer coaching by comparing survey responses of American and Turkish educators.

Data analysis showed that both American and Turkish educators found peer coaching adoptable at a high level in their school systems. However, on the applicability level there were statistically significant differences found at all subscales of peer coaching survey showing that American participants believed that peer coaching was much more applicable than did the Turkish participants.

While limited by the small sample size not representative of the overall populations in the USA and Turkey, this study contributes to the international discourse on the different types of teacher professional development by examining cross‐national differences in educators’ beliefs about peer coaching.

The results of this study inform practitioners and researchers about the ways peer coaching is perceived by educators in different countries. Given the findings, school districts can examine more contextually and culturally appropriate ways inherent in the post‐observation conference to increase the effectiveness of the peer coaching process.

The findings of this study enrich the body of research on peer coaching, particularly focusing on the teachers’ and leaders’ beliefs and perceptions about the adoption and applicability of peer coaching as a form of teacher professional development and calls for further empirical research on teacher peer coaching in the national and international contexts.

The purpose of this paper is to examine principal mentoring, a process that is significant in principal identification, socialization, development, and retention.

The study was framed within the social constructivism paradigm and thematically examined individual perspectives to develop the thematic constructs relevant to the participants’ experiences of and perceptions about principal mentoring.

Thematic analysis of the interview data from 16 principals from the state of Georgia, USA, revealed five major themes related to leaders’ experiences of and perceptions about principal mentoring: mentoring as recruitment; mentoring as socialization; mentoring as support; mentoring as professional development; and mentoring as reciprocal learning.

These findings were limited to the sample of principals used for this analysis. Researchers are encouraged to examine principal mentoring in other contexts.

The results of this inquiry suggest the need for formal and informal mentoring opportunities for new and experienced principals and call for further research on comparing mentoring practices between the large and small schools systems.

The paper identifies mentoring as an important path to principal effectiveness and contributes to the corpus of literature on educational mentoring by examining the perceptions and experiences of new and experienced principals about the mentoring they received and provided.

The purpose of this study is to examine principal succession planning and management by analyzing current practices of handling school leader succession in four Georgia school systems.

Looking through the lens of organizational leadership succession theory, the practices of school systems as they experienced changes in school leadership were examined. Participants included superintendents, assistant superintendents, other central office leaders, and principals. A multiple‐case approach was selected with semi‐structured interviews providing the major source of data.

Findings suggest the following: there is a difference in the sense of urgency for the planning and management of the succession of principals; the development of aspiring leaders was identified as a critical component of planning and management of succession; mentoring was an essential practice through the succession process; and reliance on collaborative partnerships with outside organizations was highly valued.

The implications of the study include a call for further research to determine the differences in leader succession planning and management needs related to the varying contexts. In addition, the study implies that building collaborative partnerships with university preparation programs and other external professional development organizations may assist systems in the planning and management of principal succession.

The originality of this study stems from the lack of literature that directly examines the experiences and practices of principal succession. The findings can inform school system leaders of succession planning and management issues and practices that exist in the four systems studied. As leadership becomes more recognized for its impact on student achievement and school performance, it is imperative that succession is managed and planned to ensure sustainability and effectiveness.