Program Support and Value of Training in Mentors' Satisfaction and Anticipated Continuation of School-Based Mentoring Relationships

Autor/inn/en	McQuillin, Samuel D.; Straight, Gerald G.; Saeki, Elina
Titel	Program Support and Value of Training in Mentors' Satisfaction and Anticipated Continuation of School-Based Mentoring Relationships
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 23 (2015) 2, S.133-148 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2015.1047630
Schlagwörter	Mentors; Participant Satisfaction; Sustainability; Relevance (Education); Intention; Program Evaluation; Comparative Analysis; Improvement Programs; Structural Equation Models; Supervisory Training; Program Effectiveness; School Support; Outcomes of Education; Undergraduate Students; Questionnaires; College School Cooperation; Supervisor Supervisee Relationship; Sequential Approach; South Carolina + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Relevance; Relevanz; Programme evaluation; Programmevaluation; Effizienzsteigerung; Schulförderverein; Lernleistung; Schulerfolg; Fragebogen; Schrittfolge
Abstract	In this study, we tested a theoretical model of training practices in school-based mentoring by comparing the differences between two mentoring programs on mentor-reported program support, value of training, relationship satisfaction, and plans to continue mentoring. The two mentoring programs that we compared were conducted at the same school and involved similar contexts, structure, and goals but differed in the training approach (i.e. quality, frequency, and duration of training and support). Using a structural equation model, we tested a theory of mentor-reported differences between the studies and found that mentors in the program with enhanced training and support reported more program support, value of training, and plans to continue mentoring, when compared to the program without enhanced training and support. Indirect effects were subsequently analyzed and we found that these differences indirectly contributed to greater relationship satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01