NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1003760
Record Type: Journal
Publication Date: 2013
Pages: 31
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-1361-1267
Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees
Frels, Rebecca K.; Zientek, Linda Reichwein; Onwuegbuzie, Anthony J.
Mentoring & Tutoring: Partnership in Learning, v21 n1 p28-58 2013
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. (Contains 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A