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ERIC Number: ED556141
Record Type: Non-Journal
Publication Date: 2013
Pages: 196
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-5252-6
Investigating the Servant Leader Mentor: An Examination of Mentoring through the Experiences of K-12 Educators to Promote Selection Strategies for Beginning Teacher Induction Programs
Ebbrecht, Audrey P.
ProQuest LLC, Ed.D. Dissertation, University of Missouri - Columbia
Beginning teachers are leaving the profession at an alarming rate, financially draining the nation each year (Gonzales, 2007; National Commission on Teaching and America's Future [NCTAF] & NCTAF State Partners, 2002). One method schools enact to counter this problem is to require beginning teachers to participate in induction programs which often contain a required mentoring aspect by an experienced teacher (Ingersoll & Strong, 2004). This qualitative narrative study was designed to investigate the mentoring experiences of quality teachers in order to provide knowledge for school district administration selecting mentor teachers for beginning staff. Data were gathered by examining the personal narratives of quality K-12 teachers (identified by having won the Missouri Teacher of the Year award), regarding their descriptions and experiences of mentoring as mentees. The conceptual framework of servant leadership was applied to provide a lens through which to study the phenomenon. The study was viewed through the lens of servant leadership due to the deep insights it provided into the mentoring relationship. "At its core, servant leadership is a long-term, transformational approach to life and work--in essence, a way of being--that has the potential for creating positive change throughout our society" (Spears, 1998, p. 4). Participants for this study involved K-12 teachers from Missouri as the state requires beginning teachers to participate in a two-year mentoring program (Missouri Department of Elementary and Secondary Education, 2010). These participants, having acquired the Missouri Teacher of the Year award, had met criteria establishing them as elite and quality educators. The study consisted of four educators who participated in several individual interviews sharing their personal stories of their mentors and the mentee process. Data were collected and triangulated from interviews and field texts revealing the themes and characteristics of servant leaders: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth, and community building (Spears, 1998). The findings of this study implicated that the mentors of quality public K-12 teachers utilize the ten characteristics of servant leadership in their guiding of these teachers to reach their full potential. Therefore, the traits of servant leaders provide an outline and body of knowledge for an administrator to reference when trying to connect new staff with individuals who will positivity affect their career. Results provided by this study add to the existing body of knowledge of servant leadership and mentoring. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri