Sally Chumo and Kisilu Kitainge/ Elixir Leadership Mgmt. 147 (2020) 54874-54880 54874 Introduction Mentorship takes place between persons who have leaved through specific experience and another new to the same. They provide education, recreation and support opportunities challenging the new one with ideas by encouraging them to move beyond their comfort zones. The mentor must be knowledgeable, educated in diversity issues, empathetic, personable, encouraging and passionate, (Crammer & Predice, 2007). Mentorship inculcates that success is interdependent with leadership and is a group activity. Special focus for specific needs of students as they progress is critical as all face unique experiences. Mentors are paired with newcomers to obtain information, good examples, role models and diligence. Student on mentorship are likely to complete school than those without. Mentorship is the secondary sphere activity beside the family unity. In schools’ mentors are those models that journey with the students to mould them to be acceptable members of the community. The initial mentorship programme was to serve psychological, spiritual, professional, economic and educational needs (Malona, 2001). Mentorship is to propel the student join and remain in secondary school and transit the tertiary institutions. The major issues and components for mentoring in secondary schools are on study skills, peer pressure not to do drugs or sex, class attendance, dress code and be a gentleman who is respectful. The Kenyan scenario is for attainment of educational goals of transition, retention and completion. In Kenyan schools mentorship is basically with form ones to be able to succeed in the school life. The success story of form ones is for them to fit in the new environment in absence of parents for caution and teachers for direction. In school mentorship programme they get integrated in schools culture and develop positive attitudes towards performance. Studies carried by Thomson and Kelly – Vanc (2010) discovered that mentored students performed better in academics and school life than those not mentored. Belia (2000) postulated that mentors need to use their skills to reduce adolescent risk behaviours such as illicit drugs, smoking and premature sex. School with well mentored students produce more confident students about school performance and positive effects on self-efficiency and firmness. A major boost in mentorship is found in economically challenged areas where the students demonstrate improved educational and occupational aspirations and these results in improved retention and transition. According to social learning theory by Albert Bandura, students with negative energy will learn and change according to their mentors through socialization. Mentorship integrates students in the school and this improves their sense of being connected. They are chosen on several basis and mainly academic successes, socially acceptable persons and in corporate world. Mentors serve as role models guiding them towards success, encouragement and hand of oneness to students. Students positively mentored develop liking for the learning process and do well in KCSE and it is very evident in schools visited. If a school wants to put impressive results in academics and curb disruptive behaviours mentorship is the way. Mentoring programmes combat high dropout rates Tele: E-mail address: sallychumo@yahoo.com © 2020 Elixir All rights reserved ARTICLE INFO Article history: Received: 14 September 2020; Received in revised form: 02 October 2020; Accepted: 12 October 2020; Keywords Principals, Mentorship, Programmes. Principals’ Mentorship Programmes in Secondary Schools in Nandi County Sally Chumo and Prof. Kisilu Kitainge University of Eldoret. ABSTRACT The purpose of the study was to determine the Principals’ mentorship programmes in secondary schools in Nandi County. The study used social learning theory by Albert Bandura. Descriptive survey design was adopted. The study sample consisted of 118 public and private schools’ principals, 108 teacher and 1534 student leaders. Each school provided 13 student leaders. Questionnaires for principals, interview guide for teachers and student leaders were used as instruments of data collection. Data was analysed using SPSS. Descriptive statistics was used to analyse data then, tabulate and present data. The results generated were reported in tables and charts. The study established that Mentorship builds confidence, established that on academic excellence, it reduces theft of student’s items, reduced prevalence of strikes and prevalence of failing to do duties. On the ethical living it reduced strikes but not much with theft and attendant to duties. The study finds mentorship the key and the most useful in terms of upholding discipline in the schools. Students mentorship programmes in schools in the county be mandatory. Study established that it enhances respect for diversity amongst students and teachers, improves academic excellence, improves career choices, ethical considerations, self-awareness, improves on leadership traits, learning on etiquette, assertiveness and diversity. The principals should make a regular practice and introduce mentorship programmes since if this was in the study it’s an indicator the discipline turn round will be within reach. © 2020 Elixir All rights reserved. Elixir Leadership Mgmt. 147 (2020) 54874-54880 Leadership Management Available online at www.elixirpublishers.com (Elixir International Journal)