ERIC Number: ED337447
Record Type: RIE
Publication Date: 1991-Apr-19
Reference Count: N/A
Matching Beginning Teachers and Mentors: Perceptions of Participants in a State-Mandated Mentoring Program.
A Wisconsin study examined the perceptions of participants in a state-mandated mentoring program for beginning teachers. A researcher obtained names and addresses of beginning teachers, counselors, and librarians as well as personnel serving as mentors to beginners. A total of 14 mentors and 15 beginning teachers, counselors, and librarians agreed to participate. During May and June of 1991, the researcher conducted semi-structured interviews with each of the participants. The interview asked about five topics: (1) the mentor's prior experience in mentoring or the beginning teacher's preparation program and work schedule; (2) effective mentoring programs in general; (3) specific features of mentoring programs; (4) factors used in matching beginners and mentors; and (5) perceived benefits and problems of mentoring programs. Most of the participants stressed how greatly they valued effective mentoring programs for beginning teachers, school librarians, and school counselors. They perceived that the greatest obstacles to effective mentoring programs lay within the structure and organization of the school, especially in terms of how easily beginners and mentors could spend time together. Most participants considered a formal mentoring program a relatively new idea. They strongly believed that a successful match between mentor and beginner was related to their work assignment and the opportunity for them to spend time togehter. (SM)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Mentoring Association (4th, Chicago, IL, April 19, 1991).