Degree Granting Department
Waynne B. James, Ed.D.
Career and psychosocial functions, Survey, Education, Mentors, Elementary public schools
National Board-certified (NBC) teachers are recognized as accomplished teachers who have met the National Board's stringent standards. These teachers are encouraged to serve as mentors to novice teachers and veteran teachers in candidacy for National Board Certification. This study identified and compared the career and psychosocial mentoring functions that NBC teacher mentors and non-NBC teacher mentors perceived they provided to their protÃ©gÃ©s' at the elementary grade levels. National Board-certified protÃ©gÃ©s' perceptions of having the functions provided were compared with those of their teacher mentors and with the protÃ©gÃ©s' of non-NBC teacher mentors. The research was conducted in a large urban school district in Florida and included 190 participants: 95 mentors and their protÃ©gÃ©s'.
The teacher mentors' perceptions of having provided the mentoring functions were assessed using the Mentoring Functions Scale for the Mentor, and the protÃ©gÃ©s' perceptions were measured with the Mentoring Functions Scale for the ProtÃ©gÃ©. Both instruments were adapted for this study from a previous mentoring scale for the protÃ©gÃ© developed by Noe (1988). Results for the study indicated no statistically significant differences between the NBC teacher mentors and the non-NBC teacher mentors in their perceptions of having provided the functions. Significant differences were found between NBC teacher mentors and their protÃ©gÃ©s on the exposure-and-visibility function, between non-NBC teacher mentors and their protÃ©gÃ©s on the challenging assignments function, and between all mentors and all protÃ©gÃ©s on the challenging assignments function. Implications for teacher mentors, administrators, and scholars are provided.
These include developing or updating existing mentoring programs to include the career and psychosocial functions studied in this research, providing mentors and protÃ©gÃ©s with information about the functions in order to assess the existence of specific functions, expanding professional development time to address functions that may have been inadequate, and possibly limiting the number of protÃ©gÃ©s with whom teacher mentors interact and guide.
Scholar Commons Citation
Wilson, Amy Jo Smith, "A comparison of the perceived performance of mentoring functions of National Board-Certified and non-National Board-Certified teachers with their protÃ©gÃ©s" (2006). Graduate Theses and Dissertations.