Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees

Autor/inn/en	Frels, Rebecca K.; Zientek, Linda Reichwein; Onwuegbuzie, Anthony J.
Titel	Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 21 (2013) 1, S.28-58 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Experienced Teachers; Principals; Mentors; Grouping (Instructional Purposes); Learning Experience; Teaching Experience; Beginning Teacher Induction; Administrator Attitudes; Teacher Attitudes; Statistical Significance; Participant Satisfaction; Individual Differences; Attitude Change; Attitude Measures; Change Strategies + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Grouping; Gruppenbildung; Lernerfahrung; Lehrerverhalten; Individueller Unterschied; Attitudinal change; Einstellungsänderung; Lösungsstrategie
Abstract	The purpose of this mixed research study was to examine mentoring experiences specific to grade span through the perspective of principals, mentors, and mentees. An instrument containing items on demographics, administrative support, and mentoring program components was administered to first-year teachers (n = 998), mentors (n = 791), and principals (n = 73). Mentors' attitudes towards mentoring were statistically significantly more positive than were the mentees' attitudes, although, on average, the attitudes for both groups were positive. A statistically significant difference in attitudes emerged as a function of grade span, with elementary school mentees reporting the highest levels of motivation to be mentored and the greatest desire to observe veteran teachers. Qualitative analyses revealed that mentoring includes specific format, better matches, increased time for mentoring, observation opportunities, and better training for mentors. Implications are discussed. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10