The practice of mentoring: A comparative study of career and psychosocial functions of mentoring among educational administrators in Tennessee K-12 public schools
Abstract
The purpose of this study was to determine the degree to which the practice of mentoring aided male and female administrators to secure employment at an administrative level within four Tennessee public school systems as a measured by the Carter Mentoring Scale during the 2009-2010 school year. The study was intended to provide information about the functions of the mentoring relationship and whether or not such relationships aid women and men in career functions and psychosocial functions. A total of 118, male and female administrators were the identified participants. Results indicated that 112 (94.9%) were in a mentoring relationship in the past. Only six participants (5.1%) reported they were not involved in a relationship in the past. There were 53 participants (44.9%) who were not in a mentoring relationship at the time of the survey. More participants (n = 65; 55.1%) were involved in a mentoring relationship at the time of the study. The study sought to determine if statistically significant differences existed in the mentees' perceptions of the effectiveness of the mentoring relationship based on different characteristics of the mentoring relationship. Results indicated a statistically significant difference in the perception of participants concerning whether their mentor was male or female, whether participants chose their mentor, whether they were assigned the mentor through a formal mentoring program, and whether the relationship evolved through an informal relationship on the Career Functions, the Psychosocial Functions and the Total Score, as measured by the Carter Mentoring Scale. There was a statistically significant difference in the perceptions of participants concerning whether their professional rank at the beginning of the mentoring relationship was lower, equal to, or higher than that of their mentor on the Career Functions, the Psychosocial Functions, and the Total Score. There was not a statistically significant difference in the perceptions of participants concerning whether they are currently involved in a mentoring relationship on the Career Functions, the Psychosocial Functions, and the Total Score. These findings suggest that the administration, professional associations and districts should help males and females develop a network through mentoring to improve the career functions and psychosocial functions.
Subject Area
Educational administration|Social psychology
Recommended Citation
LeEllen Bedford Carter,
"The practice of mentoring: A comparative study of career and psychosocial functions of mentoring among educational administrators in Tennessee K-12 public schools"
(2010).
ETD Collection for Tennessee State University.
Paper AAI3434582.
https://digitalscholarship.tnstate.edu/dissertations/AAI3434582