Formal mentoring programs rely on mentors to build supportive relationships with youth with the intention of providing positive developmental opportunities for the youth. This dissertation, which includes three studies, explores the experiences of mentors, focusing on factors that contribute to mentors committing to and sustaining mentoring relationships, and how mentors approach building a supportive relationship. Study 1 develops and tests a conceptual model of mentor retention integrating concepts from the volunteerism and interpersonal relationship literatures to predict mentor retention. Participants were 51 college student-mentors. Path analysis showed support for the conceptual model. Mentor retention was predicted by their commitment but not by role identity. Role identity was positively related to mentor commitment. Role identity was predicted by relationship satisfaction, available alternatives and investment; only satisfaction predicted commitment. Study 2 examined how program practices influence mentor commitment utilizing secondary data from 551 mentors from mentoring programs involved in a large, randomized controlled trial evaluating an intervention to improve mentoring program quality. Path analysis demonstrated that how well the mentor felt the program set expectations and whether they were matched with a youth based on their preferences were associated with the mentor’s commitment. The relationships between commitment and program practices were partially mediated by the mentor’s relationship satisfaction and available alternatives. Study 3 explores how mentors approach building their mentoring relationship, whether different approaches contribute to supports offered to the youth, and if there are differences by gender or whether the mentor has previous experience mentoring. Thematic analysis of 16 mentoring relationships did not identify any specific approach as best. Instead, what mattered was the fit of the approach with the specific circumstances of the match. Mentors whose approach fit well or who were able to adapt their approach had the longest matches and provided the most support. Males were more often described to have an approach that was a good fit and to have provided more support. Whether previous mentoring experience helped a mentor build the relationship and support the youth depended on how the previous relationship went and how it influenced the mentor’s expectations with regard to the current match.

The purpose of this study was to determine the extent to which faith-based preschools promote spiritual development in preschoolers. The participants in the study were faith-based early childhood teachers and administrators from seven states. Early childhood professionals representing 11 Christian faith traditions completed written surveys or online surveys. A total of 201 faith-based educators completed the survey; 20 respondents participated in semi-structured interviews. The concurrent triangulation mixed-method design provided data on 8 program dimensions which support children's spiritual development: prayer, Bible literacy, worship, building character, service opportunities, assessment, parental involvement and context. I analyzed quantitative data using descriptive and inferential statistics. All items were examined using mean, standard deviation, frequency, and percentages. Qualitative data gathered from semi-structured interviews were coded and analyzed using NVivo8® qualitative analysis software (QSR International, Inc., Cambridge, MA, http://www.qsrinternational.com). From this data I identified the extent to which faith-based preschool programs support children's spiritual development through the practices of prayer, Bible literacy, worship, building character, service opportunities, assessment, parental involvement and context. Data analyses revealed statistically significant differences in faith-based teachers' hours of training in children's spiritual development across all program practice dimensions. A key finding of the study was that training in children's spiritual development is important regardless of the education level of the early childhood professional. Qualitative data indicated no standardized spiritual development training in faith-based preschools represented in this study. The mixed-method analysis revealed that the 8 program practice dimensions were not always connected in a framework that supported children's spiritual development. Recommendations for professional practice include a program framework to support children's spiritual development in faith-based preschool programs; training for faith-based early childhood professionals in children's spiritual development; and formulating a definition of children's spiritual development.