Expectation Congruency and Psychosocial Support in Formal Agriculture Teacher Mentoring Relationships

Autor/inn/en	Tummons, John; Kitchel, Tracy; Garton, Bryan L.
Titel	Expectation Congruency and Psychosocial Support in Formal Agriculture Teacher Mentoring Relationships
Quelle	In: Journal of Agricultural Education, 57 (2016) 4, S.68-85 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Mentors; Agricultural Education; Beginning Teachers; Congruence (Psychology); Expectation; Interaction; Beginning Teacher Induction; Multivariate Analysis; Secondary School Teachers; Social Support Groups; Regression (Statistics); Questionnaires; Likert Scales; Statistical Analysis; Missouri + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Junior teacher; Junglehrer; Congruence; Psychology; Kongruenz; Psychologie; Expectancy; Erwartung; Interaktion; Multivariate Analyse; Social support; Soziale Unterstützung; Regression; Regressionsanalyse; Fragebogen; Likert-Skala; Statistische Analyse
Abstract	Educational leaders have widely implemented mentoring and induction programs to support beginning teachers as they enter the profession. A variety of contextual factors within the mentoring dyad and program may impact the mentoring relationship and subsequent support received by the beginning teacher. The purpose of this study was to describe the relationship among mentoring Expectation Congruency, Interaction, and Psychosocial Support received by agriculture teachers participating in Beginning Teacher Mentor/Induction program. Researchers collected mentoring relationship data from 83 first and second year agriculture teachers participating in a state-mandated mentoring and induction program, with a 95.35% response rate. We used a hierarchical multivariate linear regression to determine the proportion of unique variance in Psychosocial Support attributable to differences in Expectation Congruency, Interaction time, and covariates identified through a review of literature. Researchers concluded differences in Expectation Congruency and Perceived Similarity each explained a large (d >1.0) proportion of variance in Support received by beginning teachers in the Acceptance, Counseling, Friendship, and Role Model functions. Variation in interaction time did not explain significant proportions of variance in support received for any psychosocial support constructs. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01