Differences of Mentoring Experiences across Grade Span among Principals,Mentors, and Mentees |
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| Authors: | Rebecca K Frels Linda Reichwein Zientek Anthony J Onwuegbuzie |
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| Institution: | 1. Department of Counseling and Special Populations , Lamar University , Beaumont , TX , USA Rebecca.frels@gmail.com;3. Department of Mathematics and Statistics , Sam Houston State University , Huntsville , TX , USA;4. Department of Educational Leadership and Counseling , Sam Houston State University , Huntsville , TX , USA |
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| 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. |
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| Keywords: | mentoring experiences grade span mentors’ attitudes towards mentoring mentees’ attitudes towards mentoring |
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