Indiana University-Purdue University Indianapolis (IUPUI) / The growing and aging population has created an increased demand for health care, resulting in a need for hundreds of thousands more nurses across the United States. As a result, additional nurse faculty are needed to teach the next generation of nurses. However, nurses who enter the faculty role in academia often come from various professional backgrounds with different educational preparation that may not equate to success with the tripartite faculty role of teaching, scholarship, and service. As a way to retain and develop novice faculty, mentoring relationships and programs are promoted as an intervention for career and psychosocial development within academia. Mentoring is an interpersonal process built on mutual trust and friendship to create a professional and personal bond. Mentoring relationships can help develop self-confidence, productivity, and career satisfaction among nurse faculty members. Effective mentoring relationships can ease the transition into academia and provide a vital foundation for productive academic careers. However, the interpersonal process that is the hallmark of mentoring can differ between a mentor and protégé, leading to vast differences in quality and effectiveness. Although mentoring is widely recommended, little is known about the process of mentoring relationships in academia or how novice nurse faculty utilize mentoring to transition into academia. The purpose of this qualitative grounded theory study is to uncover a theoretical framework that describes how mentoring relationships, as experienced by novice nurse faculty, unfold. Charmaz's method of grounded theory was used to interview full-time novice nurse faculty (N = 21) with three years or less in the faculty role from nursing programs across the United States. The grounded theory theoretical framework, Creating Mentorship Pathways to Navigate Academia captures the process of mentoring as experienced by novice nurse faculty within academia. The theoretical framework contains five main phases as described by novice nurse faculty being assigned a formal mentor, not having mentoring needs met, seeking an informal mentor, connecting with mentor, and doing the work of mentoring. Participants created mentorship pathways through both formal and informal mentoring relationships to navigate academia by acquiring knowledge, meeting expectations, and functioning in the role as a faculty member.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Transformational leadership has received considerable attention within the organizational sphere in the last decade. Leadership in higher education institutions has also received attention as there is a concern about the retention rates of students. Academic leaders have identified unclear educational goals, dissatisfaction with academic programmes, and unclear career objectives as reasons for student attrition. Therefore, skills training and development programmes became the priority of academic institutions for the purpose of retaining students to sustain a competent and efficient workforce generation in all spheres. The University of the Western Cape’s Peer Mentoring Programme offers a strategy to increase retention of students because it addresses several causes of student drop out such as, inadequate academic preparation for tertiary institutions, lack of knowledge about social or academic resources and adapting to new surroundings for first year students. Based on a review of empirical findings, this research elucidated the theoretical terrain of mentoring, transformational leadership and trust. The exploration of the literature highlighted the similarities and differences between transformational leaders and mentors are discussed. An adapted version of the Multifactor leadership questionnaire (MLQ), and the workplace trust survey (WTS) was administered to a sample of 54 mentors in a university’s peer mentoring programme within the Western Cape South Africa. The University of the Western Cape’s peer mentoring programme (PMP) was utilised as a case study and a convenience sampling approach was employed. The results emanating from this research indicate that there is a significant relationship between transformational leadership and trust. Biographical variables namely gender, age and previous experience within the mentoring programme as a follower (mentor) were examined amongst the sample of PMP to determine if any of the variables contributed towards the differences in perceptions of transformational leadership and trust in the leader (head mentor). These biographical variables demonstrated no significant difference in transformational and trust levels. Notwithstanding the limited generalizability of this study, implications for research and practice are suggested and recommendations are made to facilitate improved functioning of the PMP.

Many new teachers in the United States leave the profession within 3 to 5 years of service. School district leaders often fall short in their efforts to efficiently mentor novice teachers and examine the novice teachers' perspectives of effective mentoring relationships. The purpose of this qualitative phenomenological study was to examine novice teachers' mentoring relationships during the critical first year. The conceptual framework was Bandura's self-efficacy theory, a tenet of which is that people believe in their ability to attain certain goals if they possess self-efficacy. The guiding research questions focused on what roles mentoring relationships play in the first year of teaching, what their impacts are on novice teachers remaining in the profession, and how the choice of mentor affects the outcome of the mentoring relationship. A purposeful homogenous sample of 6 Grade 9 and 10 novice teachers who were also involved in mentoring relationships with experienced teachers was used. Data were collected through semi structured interviews and a group observation during an administrative support meeting for new teachers. Relationship and social code analysis of data followed an open coding process to identify categories and themes. The key findings were that participants rely on professional and emotional support; however, age and path of certification dictated mentoring needs. A positive mentoring relationship inspired novice teachers in the study to become mentors themselves. Study findings were the basis for the creation of a staff development for veteran teachers who are chosen as mentors. This study may bring about positive social change by bringing awareness of what makes a productive mentoring relationship, which in turn may positively affect student achievement through teacher retention. Many new teachers in the United States leave the profession within 3 to 5 years of service. School district leaders often fall short in their efforts to efficiently mentor novice teachers and examine the novice teachers' perspectives of effective mentoring relationships. The purpose of this qualitative phenomenological study was to examine novice teachers' mentoring relationships during the critical first year. The conceptual framework was Bandura's self-efficacy theory, a tenet of which is that people believe in their ability to attain certain goals if they possess self-efficacy. The guiding research questions focused on what roles mentoring relationships play in the first year of teaching, what their impacts are on novice teachers remaining in the profession, and how the choice of mentor affects the outcome of the mentoring relationship. A purposeful homogenous sample of 6 Grade 9 and 10 novice teachers who were also involved in mentoring relationships with experienced teachers was used. Data were collected through semi structured interviews and a group observation during an administrative support meeting for new teachers. Relationship and social code analysis of data followed an open coding process to identify categories and themes. The key findings were that participants rely on professional and emotional support; however, age and path of certification dictated mentoring needs. A positive mentoring relationship inspired novice teachers in the study to become mentors themselves. Study findings were the basis for the creation of a staff development for veteran teachers who are chosen as mentors. This study may bring about positive social change by bringing awareness of what makes a productive mentoring relationship, which in turn may positively affect student achievement through teacher retention.

Mentoring has been recognized as an important relationship in a variety of circumstances. This study was conducted for the purpose of determining the perceived benefits or disadvantages of a mentor relationship and identifying characteristics of the relationship. Another objective was to explore to what extent the nature of the mother/daughter relationship functions as a factor that makes the choice of a mentoring pattern more likely. The study sample consisted of 47 females, 12 graduate students and 35 assistant or associate professors on the faculty at Utah State University. The subjects completed several mother/daughter inventories, a mentoring inventory, and a personality inventory. Twenty subjects were interviewed for a more in-depth exploration of both their mentoring experience and mother/daughter relationship. Subjects were divided into groups based on gender of the person most facilitative of their professional objectives. The male-Mentored, female-mentored, and non-mentored groups were comparable on measures of perceived mother.daughter relationship characteristics and personality variables. The relationship between the score on a mother/daughter attention measure and total mentor score was .29. The Pearson correlations between perceived mother rejection and father love was -.61. Subjects were categorized as to whether they et the criteria for having had a mentor based on scores on a mentor inventory. Seventy-eight percent of subjects who specified females as most significant to their career met the criteria for having been mentored. Fifty percent of subjects who indicated a male was most facilitative scored high enough to meet the criteria. A multiple regression model used to predict total mentor score based on perceived mother attention and gender of mentor accounted for 20% of the total variability. An interaction was present between gender of the individual specified to be most significant tot he protege and perceived mother attention. Separate multiple regression equations resulted in a correlation of .53 between mother attention and mentor score when the specified individual was male and .16 when the individual named was female.

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In this study, I explored the career satisfaction, relationship satisfaction, friendship intimacy, and mentoring functions of female faculty in marriage and family therapy (MFT) programs. Study participants included 111 women affiliated with a MFT program in a research or liberal arts institution or training institute. Participants completed the Faculty Satisfaction Questionnaire (FSQ), Kansas Martial Satisfaction Questionnaire (KMS), Miller Social Intimacy Scale (MSIS), Mentoring Functions Questionnaire, and a demographics section with open-ended questions about their experiences. Faculty women reported higher levels of satisfaction with teaching than with service or research and higher satisfaction with service than research. Faculty who were part of a significant relationship reported high scores on the KMS while faculty who had a close friend indicated moderate intimacy levels on the MSIS. Those with a mentor reported that their mentor provided more psychosocial mentoring functions than career mentoring functions. Characteristics of the mentor and the mentoring relationship predicted the extent of the psychosocial and mentoring functions provided. Associations among career satisfaction, relationship satisfaction, friendship intimacy, mentoring functions, and demographic variables were determined using stepwise multiple regression analyses on a subsample of 37 faculty with complete data on key career and relationship functions. Expanded service duties, psychosocial mentoring functions, being Caucasian, and having received an award for research were associated with greater levels of career satisfaction. Career mentoring functions were associated with reduced levels of career satisfaction. Possession of a doctorate and psychosocial mentoring functions were associated with greater levels of friendship intimacy. Based on the results of this research and the literature of women in academia, implications and suggestions for improving the academic climate are presented for institutions, MFT programs, the American Association for Marriage and Family Therapy (AAMFT), and the Commission on Accreditation of Marriage and Family Therapy Education (COAMFTE). Limitations and suggestions for future research are also discussed. / Ph. D.

First year special education administrators in Virginia school systems are assigned experienced special education administrators as mentors. In most instances the mentors are not employed by the same school system as the first year administrators. Case studies of six mentors revealed that each was involved in more than one mentoring relationship. Four mentors had successful assigned relationships. Two mentors had assigned relationships which did not develop. Four of the six mentors were also involved in successful unassigned relationships. Findings indicated that, with appropriate selection of mentors, matching of pairs for similar experiences, and a mechanism for regular contact, assigned relationships can provide benefits to mentors and proteges. Unassigned mentoring relationships among these six cases typically occurred between individuals who were employed by the same school system. The mentor was often the protege's direct supervisor. Pairs in unassigned relationships observed one another performing job duties which enabled the mentor to function as a role model. Unassigned mentors functioned as career enhancers, providing their proteges with challenging opportunities and exposure. Assigned and unassigned relationships provided specific information, general survival skills, and overall support to the proteges. The case studies of the six mentors suggest that the Virginia Department of Education should continue Project SEAM as both mentors and proteges benefit from the networking and pooling of resources between their school systems. Proteges in the assigned relationships were provided with accurate information and general support. However, the process could be improved by offering training to proteges and insuring a commonality of experience in the matching of pairs. A joint meeting of the assigned pairs in the Spring of each academic year should be held. At this meeting, the pairs could share their successes, failures, and ideas for facilitating relationships. / Ed. D.

The program of research reported here provides a contemporary view of mentoring relationships. In particular, it presents a definition that reflects mentoring experiences in modern organisations, identifies mentoring functions and benefits as perceived by mentees and mentors, and examines the relationships between those constructs and gender. Forty-eight mentees and mentors from a range of organisations, representing all possible gender combinations of mentee-mentor, were interviewed about their mentoring experiences. Content analysis of the interview data identified 42 categories of mentoring functions and 29 categories of benefits perceived by mentees and mentors. The emergent categories of mentoring functions and benefits were used to construct measurement instruments. The instruments were then completed by 500 mentees and mentors, again representing all four gender combinations of mentee-mentor, from a range of organisations. Principal components analyses revealed seven mentoring functions identified by mentees and eight by mentors. Those functions were Personal and Emotional Guidance, Coaching/Learning Facilitation (identified as two separate functions by mentors), Advocacy, Role Modelling, Career Development Facilitation, Strategies and Systems Advice, and Friendship. The study extended empirical research by identifying a range of distinct mentoring functions rather than the broad category approach adopted in previous research. The principal components solutions generated separately for mentees and mentors were similar, indicating convergent views between the providers and recipients of these functions. Several of the mentoring functions that emerged were similar to those identified by Kram (1980) and the emergence of new functions was interpreted in light of changes in organisations over the past 20 years and the recruitment of representative samples, in this study, that reflected those changes. Principal components analyses also revealed four mentoring benefits identified by mentees and five by mentors. Benefits for mentees were Professional Enhancement, Interpersonal Relationship, Professional Induction/ Immersion, and Professional Reward. By identifying the benefits that mentees themselves perceive as being attributable to their mentoring relationships, the current study extended empirical research on mentee benefits beyond, objective, traditionally measured outcome variables. Benefits for mentors were Professional Enhancement, Organisational and Peer Recognition, Interpersonal Relationship, Meaningfulness and Fulfillment, and Productivity. The range of benefits that emerged reflects the importance mentees and mentors place on the psychological and interpersonal experiences of their mentoring relationships. The relationships between mentoring functions and benefits and gender were examined for both mentees and mentors. Results indicate that gender effects are limited to only some mentoring functions and benefits. Examination of the relationships between distinct mentoring functions and benefits indicated that specific mentoring functions are related to particular benefits for both mentees and mentors. The theoretical and practical implications of these findings are discussed and suggestions for future research are provided.

abstract: Experienced mentor teachers that are prepared for the task of mentoring pre-service teachers are highly valued. Few studies in music education address the music teachers’ role of mentor or the music mentor’s perceptions and practices within the mentoring process. This study investigates the experiences and practices of music mentor teachers and how they construct an understanding of their mentoring role. Guiding questions were: 1) How do music teachers describe their mentoring experiences and practices? 2) What do music teachers’ descriptions of their mentoring experiences and practices reveal about their understanding of the mentoring role? and 3) What types of preparation and support do music teachers feel they need to serve in this role? Four music teacher mentors served as participants for this study. Participants described their mentoring experiences and practices in working with student teachers and responded to questions in three in-depth interviews over three semesters. Each interview was audio-recorded, transcribed, and verified for accuracy and clarification. Findings indicate that 1) Mentors tend to rely on their own student teaching experience and beliefs about teaching when working with student teachers; 2) Mentors construct their own conceptions of the mentor role, mentoring style and relationships based on personality and their beliefs about what mentoring is and is not; 3) The rewards of mentoring are closely tied to student teacher growth and successful relationships, and challenged by issues of time and student teacher readiness; and 4) Learning to mentor is like learning to teach. It is a process learned over time and requires experience. Music education programs and teacher educators should consider preparing student teachers and the cooperating mentor teachers who work with them, by discussing mentor relationships and role expectations within the student teacher triad. / Dissertation/Thesis / Doctoral Dissertation Music Education 2019