Differences in Mentoring Experiences Across Grade Span Among Principals, Mentors, and Mentees

• In Event: Roundtable Session 19
  In Roundtable Session: Mentoring Beginning Teachers

Abstract

The purpose of our study was to examine mentoring experiences specific to grade span through the perspective of stakeholders (i.e., principals, mentors, and mentees). An instrument containing items on demographics, program evaluation, administrative support, and teachers’ sense of preparedness was administered to teachers (n = 914), mentors (n = 787), and principals (n = 73). Mentors’ attitudes towards the mentoring experience were statistically significantly more positive than were the mentees’ attitudes. A statistically significant difference in attitudes emerged among mentees who taught in elementary school, middle school, and high school, with elementary school mentees reporting the most positive attitudes. Qualitative analyses revealed that the most common recommendation made by mentors and mentees was increasing time for mentoring. Implications are discussed.

Authors

• Rebecca K. Frels, Lamar University

• Linda Reichwein Zientek, Sam Houston State University

• Anthony J. Onwuegbuzie, Sam Houston State University