An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors' Attitudes

F. Nasser-Abu Alhija*, Barbara Fresko

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

Mentoring of new teachers is generally examined from the viewpoint of the mentees. In the present study, mentoring is explored based on reports from mentors within the context of the Israeli induction program. Recruitment variables (selection and training) were examined in relation to mentoring implementation (frequency, initiation, regularity, and content), and mentors' perceptions and attitudes (towards matching, role conflict, and the mentoring experience). The relationships of gender and school level to implementation and attitudes were also examined. Data were collected by a questionnaire from a national sample of 118 mentors and through in-depth interviews with 14 mentors. Findings indicate that mentor selection, training, gender, and school level can have important implications for how mentors function and how they perceive mentoring.

Original languageEnglish
Pages (from-to)162-180
Number of pages19
JournalMentoring and Tutoring: Partnership in Learning
Volume22
Issue number2
DOIs
StatePublished - Mar 2014

Keywords

  • induction
  • mentor attitudes
  • mentors
  • new teachers

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