Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship were met (Young & Perrewé, 2000). This research looked at mentoring expectations in the context of Rhode Island’s experience. The research questions were 1) What are participants’ principal expectations for their relationship? 2) Are expectations similar between them? 3) What is the relationship between participants’ level of satisfaction and roles, district classification, grade level taught, frequency of district-sponsored meetings, and perception of matched expectations? A concurrent mixed method model was employed and data were collected using a questionnaire. The sample consisted of N = 153 participants. Descriptive statistics, t tests and an ANOVA were used to analyze item responses probing expectations for Career and Social support. Mentees (M=3.96) had significantly higher agreement scores than mentors (M=3.66) for “mentees should accept/request challenging projects to enhance skills (t=-2.89, p
Jacob, M., Gable, R.K. (2009). Expectations for career and social support by mentors and mentees participating in formal elementary and secondary school mentoring programs. Paper presented at the annual meeting of the New England Educational Research Organization, Portsmouth, NH.
Jacob, Monique and Gable, Robert K., "Expectations for Career and Social Support by Mentors and Mentees Participating in Formal Elementary and Secondary School Mentoring Programs" (2009). Teacher Education. Paper 2.
Adult and Continuing Education and Teaching Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Gifted Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Education Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons, Special Education Administration Commons