Mentoring and mentor efficacy: A training program's effectiveness.

Abstract

Both the quantitative data and the qualitative data generated noted that mentor training changed mentor efficacy in regard to the student teaching experience. The quantitative data derived from the pre and post questionnaires revealed an increased change in pre and post group means from 4.2803 to 4.5189, a positive change with an alpha of .026 that supported the idea that a semester course in mentor training may indeed change perceptions in regard to the student teaching experience. Interviews with participants corroborated the quantitative data.

The purpose of this study was to investigate mentor teachers' perception of their various roles as a mentor and sense of self-efficacy as a result of participating in a graduate class for mentor training. The literature suggested that mentor training seems to be a neglected component to the improvement of teacher preparation. It was also hypothesized that when mentors are provided adequate time in which to garner mentoring skills, the reflection of such skills would be evidenced. A semester long course in mentor training that focused on supervision of instruction was used in an attempt to determine if that occurred and the possible impact such a course may have on future mentor training.

The mentoring process has served as a powerful developer of human potential for many centuries. Today, mentor teachers are seen by some as the most influential people in the pre-service teachers' career development. The optimistic values and beliefs that mentor teachers' hold are essential to providing competent, caring and committed teachers for the next generation. This study attempted to determine how the mentoring process could be supported so that it will make a difference in teacher preparation.