Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 98-102.

Thesis (D. Min.)--Ashland Theological Seminary, 2008. / Abstract . Description based on microfiche version record. Includes bibliographical references (leaves 174-180).

Thesis (Ph.D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 121-132). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

Research on participant perceptions of one-to-one mentoring and peer tutoring programmes is available although little empirical study exists of schemes which recruit English-speaking foreign exchange students as language ‘mentors’ for tertiary learners wanting to improve their spoken English. This paper examines mentor and mentee perceptions before and after experiencing an English Language Mentoring Scheme at a university in Hong Kong, as well as possible causes of mentee attrition and retention. Research aims are met through implementation of pre- and post-programme questionnaires as well as post-programme focus group discussions. Using a grounded theory approach to data analysis, three main categories of perceptions emerge, including: Improvement of English; Social, Cultural and Interpersonal Growth; and Mentee and Mentor Responsibilities. Programme strengths as reported by mentees include improvement of spoken English, friendship, enhanced cultural knowledge and strengthened confidence in using spoken English. Uncertainty regarding mentor and mentee roles was found to be a programme weakness and one possible cause of mentee attrition. As the programme is perceived as a platform for spoken English improvement, friendship and improved cultural awareness, this dissertation argues for stronger promotion of this and similar programmes to meet stated university goals of internationalization and whole-person development. / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

M. Tech. Education / Higher Education in South Africa has - in the recent past - shifted from an elitist to a mass-based system of education with the aim of fostering democratic nationbuilding. One of the pressing demands on higher education institutions has been accommodating the large student diversity. Student enrolments have become increasingly dissimilar in terms of racial, cultural, socio-economic and linguistic backgrounds, as well as at the level of preparedness that students have for university programmes. The transition from high school to university is for many students an immense challenge and - without proper support - dropouts will escalate, resulting in higher levels of attrition. The above scenario has stimulated renewed interest and placed a premium on student mentorship in higher education. Students are more willing to seek assistance from peers than from lecturers; they feel less intimidated. The rationale for this study was to explore first-year student mentees' experiences of the student mentor programme - and their experiences of transition at the Tshwane University of Technology (TUT). Data were collected from students who had attended the student mentoring sessions from different faculties and on different campuses of the TUT.

The study investigated the role of induction and mentoring programmes in achieving school effectiveness. The study did not address all the issues related to school effectiveness. It aimed at finding out if the two schools under study had induction and mentoring programmes, and if these programmes were effectively used, and also to ascertain if the programmes of induction and mentoring contributed to the sound relationships within the school community. In order to answer the research questions the study employed a qualitative case study approach. Literature on issues of induction and mentoring locally and internationally was examined to provide a wider context with which to view the present study. Interviews were conducted which involved a sample of seven educators, employed between the years 2002 and 2003. Observation of the staff meetings and three of the newly appointed educators teaching was also conducted. Documents supplied by the Department, such as, Towards Effective School Management Manuals, The Final Draft of Systemic Evaluation 2001 KZN, Handbook for the Code of Professional Ethics 2002 and Guides for School Management Teams, related to induction and mentoring were analysed. The findings of the study suggest that in one school, the educators felt abandoned. In the other, the educators felt at home as regards induction and mentoring. The findings also seem to suggest that the schools studied did not practice formal induction and mentoring. As far as mentoring and having mentors were concerned, educators in one school, have their H.O.Ds as mentors although it was not spelt out to them. Educators in the other school did not have mentors in the school. The study recommends that principals, especially the beginning principals, need to be given guidance in the development of programmes of induction and mentoring. Workshops would also help to develop principals in using documents supplied to schools by the Department, to ensure the effective implementation of procedures and processes to be followed in schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2004.

The broad theme of this investigation is Human Resource Management (HRM) in education. It has been widely publicised both in the media and other areas that the salary bill for state paid educators represents the major area of expenditure. More than ninety percent of the education budget at Al-Fallah is spent on salary bill. It therefore becomes necessary to ensure that, newly appointed educators and those appointed into promotion posts who are earning these salaries do justice in their jobs and produce the goods. School management teams have to ensure that these newcomers settle into their new jobs as quickly as possible. It is therefore important that the educators who are the most expensive assert in the school, are managed effectively. Induction and mentoring should not be optional. Failure to provide staff induction can result in long-term problems for both employers and employees. All newly recruited, promoted or transferred staff need an induction programme which takes account of their particular circumstances. Using a variety of approaches will stimulate interest and help to satisfy the different learning needs of individuals. Communication, as always is of paramount importance, thus regular opportunities for feedback and discussion should form an integral part of the programme. This project has attempted to investigate the management of induction and mentoring, at a school in north of Durban. It has been found that no formal programmes of induction and mentoring exist at the school. It is therefore recommended that the management together with, and in consultation with staff members, draw up and implement policy on induction and mentoring. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

The disillusionment experienced by new entrants to the teaching profession is definitely a cause for concern. A beginner teacher who commences work is faced with the same responsibilities as veteran educators. However, to add to these responsibilities lies the difficulty of adjustment into an organisation with its set rules and policies. With the anxiety and numerous challenges in the lives of new entrants, a call for support from all levels in the organisation is required. Against this backdrop the new democratic dispensation in South Africa calls for a more collaborative approach to leadership and a strong focus on selfmanaging schools (Department of Education, 1996, p.27). Theorizing teacher leadership within a distributed leadership framework, this study aimed to focus on the mentoring relationships between teacher leaders and the novice educators. As Howey (1988) argues, “teachers must assume leadership positions that will enable them to model methods of teaching, coach and mentor colleagues” (p.28). Therefore, my aim was to research induction and mentoring in a High school in KwaZulu-Natal. Key Research Questions: • How do educators understand the role of induction and mentoring? • To what extent is induction and mentoring occurring in the case-study school? • What is the nature of relationships between the teacher leaders and novice educators in the induction and mentoring processes? / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Recent years have seen a move to enhanced focus upon the induction of school leaders. Initial induction programmes for school leaders tended to focus mainly on school principals. There is new found realization of the need to broaden the focus on school principals to include Heads of Department. This study explores the induction experiences of newly-promoted HoDs. The study used a qualitative approach using the interpretive paradigm. Three new HoDs reflected on their personal experiences of being inducted into the system through semistructured, face-to-face interviews. They were selected through the use of purposive and snowball sampling techniques. The participants narrated on how they were inducted by the Department of Education (DOE) as well as their respective school management teams within the Umlazi District. The findings reveal that both the DOE and schools offered formal induction programmes to new HoDs. All the new HoDs who participated in this study claimed to experience feeling of anxiety and stress. The DoE as well as the schools with which the participants are affiliated, showed that they valued the process of introducing novice HoDs by conducting such induction programmes soon after their appointment. All the new HoDs were inducted through forum of workshops held in the Umlazi District. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.