Author(s)

David MartinFollow

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Carol Mowen

Primary Subject Area

Education, Administration; Education, General; Education, Vocational; Education, Guidance and Counseling

Keywords

mentoring, professional development, teacher induction

Disciplines

Educational Administration and Supervision | Educational Leadership | Elementary and Middle and Secondary Education Administration | Elementary Education and Teaching | Junior High, Intermediate, Middle School Education and Teaching | Secondary Education and Teaching | Teacher Education and Professional Development

Abstract

This grounded theory qualitative study examined the mentee/mentor relationship between five first year teachers and their five assigned mentors in a school district in Central Florida. To generate a model that seeks to explain how and why a mentee/mentor relationship changes and evolves from that of a single directional stream of information to that of a bidirectional stream which benefits the professional development of both parties, the grounded theory approach was utilized. Three forms of data were collected: interviews, focus groups, and participant journaling. This data along with artifacts and documents describing the school setting and the use of mentors to support first year teachers allowed for a detailed understanding of what needs to be in place to promote successful relationships among first year teachers and their assigned mentors. The research revealed that in order for the relationship to provide professional growth benefits to both parties a number of factors must be present. The participants must commit to the mentoring process, invest sufficient time for meetings and activities, and become comfortable with each other through honest, respectful and open interactions. It is imperative that school administration thoughtfully pair participants and provide time to facilitate the relationship.

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