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Influence of Costs and Benefits on Instructional Mentors' Use of Mentoring Behaviors : = A Mixed Methods Analysis.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Influence of Costs and Benefits on Instructional Mentors' Use of Mentoring Behaviors :/
Reminder of title:	A Mixed Methods Analysis.
Author:	Lemus-Martinez, Samantha M.
Description:	1 online resource (216 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355885446

Influence of Costs and Benefits on Instructional Mentors' Use of Mentoring Behaviors : = A Mixed Methods Analysis.
Lemus-Martinez, Samantha M.

Influence of Costs and Benefits on Instructional Mentors' Use of Mentoring Behaviors :A Mixed Methods Analysis. - 1 online resource (216 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Barry University, 2018.

Includes bibliographical references

With rising numbers of teacher shortages across the country, focus on new teacher recruitment and retention has grown. More specifically, new teacher induction and its mentoring components as a means for remediating the staggering exodus of new teachers from the profession has become of interest. The purpose of this sequential explanatory mixed methods study, set in a large southeast school district in Florida, was to examine quantitatively the influence of 116 instructional mentors' self-reported costs and benefits associated with engaging in mentoring relationships and its impact on their use of mentoring activities and behaviors with beginning teachers. The study further examined five of the 116 instructional mentors' beliefs, values, and experiences of mentoring new and early career teachers through in-depth, face-to-face semi-structured interviews. These interviews, along with open-ended question survey responses, led to understandings of instructional mentors' daily rewards and struggles as they navigate between expectations as educators and mentors.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355885446Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Influence of Costs and Benefits on Instructional Mentors' Use of Mentoring Behaviors : = A Mixed Methods Analysis.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Carter A. Winkle.
502 $a Thesis (Ph.D.)--Barry University, 2018.
504 $a Includes bibliographical references
520 $a With rising numbers of teacher shortages across the country, focus on new teacher recruitment and retention has grown. More specifically, new teacher induction and its mentoring components as a means for remediating the staggering exodus of new teachers from the profession has become of interest. The purpose of this sequential explanatory mixed methods study, set in a large southeast school district in Florida, was to examine quantitatively the influence of 116 instructional mentors' self-reported costs and benefits associated with engaging in mentoring relationships and its impact on their use of mentoring activities and behaviors with beginning teachers. The study further examined five of the 116 instructional mentors' beliefs, values, and experiences of mentoring new and early career teachers through in-depth, face-to-face semi-structured interviews. These interviews, along with open-ended question survey responses, led to understandings of instructional mentors' daily rewards and struggles as they navigate between expectations as educators and mentors.
520 $a The study combined the "Expected Costs and Benefits to Being a Mentor" survey (Ragins & Scandura, 1994) to evaluate mentors' self-reported beliefs about the costs and benefits associated with mentoring relationships and the "Alleman Mentoring Activities Questionnaire?" survey (Alleman & Clarke, 2002) to evaluate mentors' use of mentoring activities and behaviors with beginning teachers and the frequency with which they occur. Data collected from both instruments were used to identify participants for the second phase of the study---where semi-structured interviews occurred---as well as to identify correlations between instructional mentors' perceived costs or benefits to the mentoring relationship and the mentoring activities and behaviors used with their mentee, as well as the frequency of use. Qualitative data collected in Phase II of the study provide critical insights to the wonderings that arose from the quantitative data and findings and their implications on the mentoring relationship. The results of the study suggest instructional mentors found mentoring relationships to consist of mainly benefits which outweighed their self-reported costs; therefore, quality mentoring activities and behaviors did not suffer when self-reported costs were identified. Additionally, administrative support, sanctioned time, and quality interactions served as crucial to the success of the mentoring relationship.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Pedagogy. $3 1148703
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Barry University. $b School of Education. $3 1181759
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