This study presents the perceptions of three beginning teachers about their experiences as they implement the Revised Primary Curriculum at grades one to three in Jamaican classrooms. The study documents the beginning teachers’ views on their ability to interpret and enact the curriculum using knowledge from their teacher training programmes.

Mentorship is an important aspect of student growth and development. Students who are mentored have been shown to have superior outcomes on leadership and cognitive skills. Using data from the 2011 Multi-Institutional Study of Leadership, analyses were conducted to see how personal characteristics and types of mentor influenced mentoring outcomes among a sample of 482 students at a university in the Caribbean. The study design used Astin’s Input-Environment-Output model of student assessment.

This qualitative study investigated the factors influencing the transition from teacher to principal, the challenges encountered, and the impact of mentorship and prior leadership experiences. A convenience sample of 20 newly appointed principals was interviewed. The factors which influenced smooth transitions included mentorship from former principals, previous leadership experience, and cooperative staff; while difficult transitions were blamed on poor school plant, strained interpersonal relations, and lack of buy-in for the principals’ vision.