Date

10-16-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Denise R. Nixon

Keywords

transformational leadership, mentoring, public schools, southeast Tennessee, time, proximity, personality, authenticity, trust, reciprocity

Disciplines

Education | Educational Leadership

Abstract

The purpose of this transcendental phenomenological study was to explore the lived experiences of teacher mentors working with new and experienced teachers in the public-school setting in southeast Tennessee. The theory guiding this study is Burns’ (1978) transformational leadership theory as it drives and influences the mentoring experiences of the individuals and the impact on the mentor and mentee. The central question was how do teacher mentors describe their experiences serving as mentors? To address this question, the study utilized 12 participants that had served as mentors in the secondary setting within the last three years. Participants were required to have taught for at least three years. Data was triangulated through the use of a survey, one-on-one interviews, and focus groups. This data was recorded, analyzed, coded, and evaluated. Key themes that arose were: Mentoring experiences are rewarding and frustrating for mentors, novice and veteran teachers new to the school/district have differing needs, positive and lasting mentoring relationships influence the transformation of the mentor and mentee, Limitations to the development of effective mentoring relationships, and motivations to continue serving as mentors. Future research was also discussed including implications policy and practice for enhancing the transformative experiences of mentors.

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