Degree Granting Department
Educational Leadership and Policy Studies
William Young, Ed.D.
Waynne James, Ed.D.
Bruce A. Jones, Ph.D.
Donna Elam, Ed.D.
mentoring, career and psychosocial funcations, teachers, school district
The purpose of this study was to identify the career and psychosocial functions that mentor teachers and their protégé teachers believed occurred during the 2008-2009 mentoring relationship.
This comparative survey study was conducted in a suburban middle-sized Florida school district. The target population for this study involved one group of matched mentor teachers and protégé teachers. Two survey instruments were used during this study, Mentoring Functions Scale for the Mentor and the Mentoring Functions Scale for the Protégé modified by Wilson (2006). This instrument was selected because it measures the career and psychosocial functions of the mentoring process. The survey was available to the mentors and protégés participating in this study via paper and pencil. There were 645 mentor teachers and protégé teachers surveyed. There was a 33.4% response rate of the total population surveyed and a 67.0% usable response rate of the 322 mentor teachers and protégé teachers who responded.
The findings were that both mentor and protégé teachers value the mentoring process. All of the participants agreed that the career and psychosocial functions were provided. Mentor and protégé teachers both agreed that the career and psychosocial functions were present during the mentoring relationship. These findings indicated that there were specific career and psychosocial functions provided by the mentor to the protégé that were found to be beneficial to the mentoring process.
Scholar Commons Citation
Vanderbilt, Allison A., "Perceptions Of Career And Psychosocial Functions Between Mentor And Protégé Teachers" (2010). USF Tampa Graduate Theses and Dissertations.