ERIC Number: ED245004
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Mentor and Protege Perceptions of Mentoring Relationships in an Elementary and Secondary School in Connecticut.
During the school year 1981-1982 a series of eight workshops were given in an elementary school and a secondary school in two different school districts. In addition socialization opportunities were provided for both faculties. The purpose of the program was to foster mentoring relationships and by so doing to help staff growth and development and school climate. Topics included an introductory session for the entire staff, then workshops on adult developmental changes, stress and coping mechanisms, and active listening skills for teachers and administrators on a voluntary basis. Throughout the workshops content was constantly related to the life of the participant and to mentoring. The results show that mentoring is going on in these schools and was occurring before the project started. The project did spark older teachers by improving their sense of worth and helping them form friendships. It helped younger teachers by giving them personal and professional support in their specific areas of need. It positively affected school climate in the school with a cliquey atmosphere and supported the already fine climate in the other school. The results are positive suggesting that mentoring is a vehicle, and one already present in our schools, for sparking our veteran faculties. Given the potential value of mentoring to mentor, protege and the school it is time we acknowledged, encouraged and helped teach the skills needed to foster mentoring in our schools. This program is replicable in other places to help do just that. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).