Mentoring research contends that although the benefits of a mentoring relationship are primarily directed towards the protégés, mentoring relationships are mutually beneficial and provide substantial career benefits to the mentor. Despite increased attention on mentoring in development networks, the mentor’s perspective has been notably neglected and the objective and subjective career benefits of mentors have not been articulated. This dissertation seeks to redress this lack of understanding by hypothesizing that mentoring fosters personal learning and objective and subjective career success by leveraging the mentor’s network centrality. I also suggest that emotional intelligence and proactive personality will enhance these career outcomes with moderating effects. In addition to articulating the heretofore unexplored process through which the positive career effects of participating in developmental networks are derived, this paper extends knowledge by theorizing how providing mentoring creates stores of social capital, which contributes to career success. In the mentoring literature, the career success outcomes of mentors are more assumed than empirically known due to the privation of longitudinal evidence to support these claims. This dissertation utilizes a longitudinal study to examine the social networks and career success outcomes of mentors within a developmental network with an investigation of the effects that a mentor’s network centrality, proactive personality, and emotional intelligence have on the career outcomes of mentoring others.

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The purpose of the current study was to investigate the influence that academic major advisors and informal mentors can have on an individual's identification with a professional organization and their ensuing level of involvement in that professional organization. The present study is unique in that it is among the few to examine mentoring and OCBs in the context of a voluntary professional organization. Participants were 309 individuals with a doctoral degree who are members of the Society for Industrial and Organizational Psychology (SIOP), a large professional organization with 7,847 total members (in 2011). The specific type of OCB investigated in this study was voluntary service as a member of committees within the professional organization. Results indicated that individuals' identification with a particular professional organization was stronger if their academic advisor had engaged in greater OCBs within the organization (i.e., chaired a greater number of committees) and if they had one or more informal mentors who were also members of the same professional organization. Those with a greater number of informal mentors in addition to their academic mentor engaged in greater OCBs within the organization (i.e., participated as a member of more committees). Finally, those reporting at least one informal mentor in addition to their academic advisor engaged in greater OCBs within the organization if their informal mentors had engaged in a greater number of OCBs and when those multiple mentors were more balanced with regard to their to their professional setting (i.e., academia or practitioner). Implications for theory and practice will be discussed.

Mentoring relationships can have both costs and benefits for mentors and their proteges. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their proteges. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their proteges. Data were collected from 86 proteges and their current supervisory mentors. Consistent with expectations, when mentors reported greater costs of embarrassment associated with their relationship, the proteges reported receiving greater dysfunctional mentoring. Proteges who reported receiving greater functional mentoring tended to have mentors who perceived greater benefits of mentoring them. Both proteges and mentor goal orientations demonstrated significant correlations with mentor-perceived costs and benefits of their relationships. Implications for training and reinforcing functional mentoring will be discussed.

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The call for mentorship in the counseling profession has recently become more prominent even though a comprehensive understanding of mentoring practices remains obscure. Researchers postulated that mentoring enhances students" professional development. Yet the frequency to which mentoring occurs and thus influences development is unknown due to the lack of empirical data. The purpose of this study was to examine mentorship, at the doctoral-level, in counselor education programs by identifying the following areas of mentoring: (a) structural components, (b) potential impact, and (c) important aspects. Personal experiences of 66 participants (sample of convenience) who were mentored as doctoral students were utilized. The quantitative and qualitative results of this study were obtained through the utilization of the General Mentoring Questions, Mentoring Function Scale, and a short answer (one-shot) question. Participants, representing 28 CACREP accredited programs, identified aspects in the psychosocial and career domains of mentoring. Statistically significant differences (p<.05) in the psychosocial domain (M = 4.30) indicated that more intense mentoring occurred when compared to the career domain (M = 3.97). Statistically significant differences were not found across variables of age, gender, and race. Participants qualitatively based responses to the most important aspect of their mentoring experiences assumed a more psychosocial orientation even when career-related functions were addressed. They were often encouraged, supported, respected, and protected while developing and/or enhancing teaching, research, service, and/or counseling based skills. Sentiments regarding the impact of the mentoring experiences on self-growth, self-confidence, and personal change were also expressed. Essentially, the participants" mentoring experiences seemed to reflect the counseling principles of relationship development and promotion of well-being and empowerment as well as adherence to professional ethics. It is important to note that these results, which provide a small glimpse to mentoring, cannot be generalized. Implications, however, can be drawn. Mentorship could potentially impact retention and graduation rates and promote professional continuity and identity. Obtaining a richer comprehension of mentorship is required and will most likely enable the profession to maximize practices in an effective and ethical manner, address acclimation, and ensure its longevity. / Ph. D.

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Over the last twenty years, there has been an increase in teacher turnover and, in attempts to mitigate this issue, states and school districts have developed novice teacher mentoring programs. A Large Suburban School District implemented a novice teacher mentoring program during the 2021–2022 school year with the goal of providing novice teachers with a larger system of support to increase retention rates. The purpose of this research was to examine the relationship between novice teacher perceptions of a mentoring program and novice teacher perceptions of self–efficacy. Novice teachers (i.e., 1 to 3 years of teaching experience) received a survey to collect data on their perceptions of mentoring opportunities and perceptions of self–efficacy as it related to student engagement, instructional strategies, and classroom management. The survey also collected data on novice teachers’ demographic characteristics (e.g., age, gender, field of college degree, etc). Results of this study indicated that novice teachers who have a degree in the field of education have higher perceptions of self–efficacy compared to novice teachers whose degree was not in education. Additionally, a weak relationship was found between teachers’ perception of self–efficacy and their valuation of meeting with a mentor as a mentoring experience. Findings from this study may be used by school districts to evaluate novice teacher mentoring programs, to adapt the programs based on the needs of teachers in order to advance novice teacher self–efficacy and retain them in the profession.

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