Influence of Mentoring on Dyad Satisfaction: Is There Agreement between Matched Pairs of Novice Teachers and Their Formal Mentors?

Autor/in	Greiman, Bradley C.
Titel	Influence of Mentoring on Dyad Satisfaction: Is There Agreement between Matched Pairs of Novice Teachers and Their Formal Mentors?
Quelle	In: Journal of Career and Technical Education, 23 (2007) 1, S.153-166 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-4952
Schlagwörter	Mentors; Agricultural Education; Teacher Orientation; Beginning Teachers; Role Theory; Satisfaction; Teacher Collaboration; Beginning Teacher Induction; Teacher Attitudes; Correlation; Mental Health; Questionnaires; Interpersonal Relationship; Experienced Teachers; Counseling Techniques; Friendship; Role Models + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Junior teacher; Junglehrer; Rollentheorie; Zufriedenheit; Lehrerkooperation; Lehrerverhalten; Korrelation; Psychohygiene; Fragebogen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Freundschaft; Identifikationsfigur
Abstract	Mentoring has evolved to become a crucial aspect of support for new teachers and has become the dominant form of teacher induction. However, limited scholarly effort has compared the perceptions of dyad members for congruence and differences. The purpose of the study was to examine and compare the perceptions of novice teachers and formal mentors regarding the extent of mentoring received, and the influence that this interaction has on dyad satisfaction. Participants consisted of 30 matched-pairs of novice teachers of agricultural education and their formal mentors. Findings from the study provide empirical support for Kram's mentor role theory as it was concluded that novice teachers receive professional and psychosocial mentoring, and this was from the perspective of both dyad members. Furthermore, a positive relationship was found between novice teachers' perception of receiving professional and psychosocial mentoring and satisfaction with the mentoring relationship; however, no such relationship was found from the perception of formal mentors. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10