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ERIC Number: EJ1071382
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 82
Experienced Teachers' Voices: What Motivates Them to Mentor?
Garza, Ruben; Ramirez, Alfredo, Jr.; Ovando, Martha
International Journal of Educational Leadership Preparation, v4 n4 Oct-Dec 2009
This qualitative study examined 88 experienced teachers' responses related to mentoring. Our findings suggest mentors possess the willingness and expertise to enhance the professional development and growth of a beginning teacher. Mentors were motivated by the opportunity to express an altruistic value, to provide affective support, to grow professionally through self-actualization, and to enhance a colleague's growth and development. The mentors also perceived their classroom experience, pedagogical knowledge, disposition, interpersonal proficiency, and conscientious listening as traits that would enhance a mentoring relationship. In addition, the participants perceived having skill in managing a classroom, human relations, instructional planning, and providing constructive feedback as a means to effectively mentor. Our results add to the extant body of research on mentoring by highlighting the participants' unique voices. School leaders may take into account these authentic perceptions when inviting, selecting, training, and supporting mentors to increase the possibility of facilitating an effective mentoring initiative.
Descriptors: Mentors, Feedback (Response), Qualitative Research, Pedagogical Content Knowledge, Self Actualization, Experienced Teachers, Teacher Attitudes, Faculty Development, Interpersonal Competence, Classroom Techniques, Context Effect, Listening Skills, Beginning Teachers, Comparative Analysis
NCPEA Publications. Web site: http://www.ncpeapublications.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A