This study examines the relationship between career management and career advancement, and the moderating effects of mentoring support. Organizational career management practices (OCM) includes four dimensions (e.g. potential, feedback, succession, and development), which improve employees¡¦ skills and abilities, prepare them for higher level responsibility within the organization and contribute to career advancement. In addition, individuals, who are willing to manage their careers, have better awareness of themselves, developing appropriate strategies (e.g. networking, self nomination, increase visibility) to attain the opportunities of career advancement. Furthermore, mentoring support, such as providing challenging assignments, suggesting strategies for accomplishing work objectives, would enhance proteges¡¦ networking strength, and increase their visibility to powerful decision maker within the organization. It may moderate the relationship career management and career advancement. In this research, we use empirical data taken from 225 employees and through further data analysis we draw some research conclusions as follows. 1. The experiences of organizational career management facilitate the development of employees, and help them more realized their potential, which is related to career advancement. 2. Individual career management is positive related to career advancement. 3. Though hierarchical regression analysis, the results reveal that mentoring support is a moderator of organization career management, individual career management, career advancement.

The purpose of this study is to explore the relationship on career self-efficacy and career satisfaction for human resource practitioners in Taiwan. Besides, this research also explores the moderating effects of of mentoring support and interpersonal trust. One hundred and forty three surveys were received by employees of Taiwanese companies. The data was analyzed by factor analysis, reliability analysis, using the SPSS to measure the relationship amongst the constructs, and we draw some research conclusions as follows. 1. The career self-efficacy of human resource practitioners is significant and positive related to career satisfaction. 2. Though hierarchical regression analysis, the results reveal that Mentoring Support is a moderator of career self-efficacy and career satisfaction. 3. Interpersonal trust has significant and positive influence on between career self-efficacy and career satisfaction.

In the Teaching Principle (National Council of Teachers of Mathematics [NCTM], 2000), it explained that development and utilization of pedagogical content knowledge required teachers to continually increase their knowledges of mathematics content and pedagogy. This study researched the amalgamation of multi-faceted factors and inter-relatedness of pedagogical content knowledge (PCK), content knowledge for teaching mathematics (CKTM), and mentoring support perceptions throughout elementary and middle level student teachers’ and interns’ initial full-time teaching experiences. In the first article 13 elementary and seven middle grade student teachers’ are examined based on differences between pedagogical content knowledge and content knowledge for teaching mathematics. Standardized difference scores were calculated and compared using multivariate contrasts on certification level. Results showed statistically significant differences (p < .01) on all three CKTM domains but no statistically significant differences were found on any of the five Classroom Observation and Assessment for Teachers (COPAT) domains. Both groups had the highest mean difference in the CKTM number/concept domain. COPAT results showed middle grade level pre-service teachers primarily had all positive mean differences, in comparison to the elementary level pre-service teachers, which had all negative mean differences. In the second article the mathematics mentoring support perceptions of 11 first year teachers who participated in a year-long urban internship program were examined. Semi-structured interviews revealed that district and grade level campus mentors provided the most mathematics instruction and pedagogically-based support to both groups of interns. Middle school level interns relied more on their team of mathematics teachers and elementary level interns received more mathematical content support from their district mentor than did middle level interns. Pedagogical support was greatest in the areas of lesson design and implementation of classroom management strategies. In the third article 14 elementary and six middle level student teachers were observed and interviewed on general and content-specific pedagogical skills and perceptions. Results indicated both groups of student teachers perceived themselves as most competent in having lesson plans ready, routines evident, and utilizing studentcentered instruction. Conversely, both groups felt least competent in getting students on task quickly, using a variety of teaching strategies, using critical thinking skills, and handling inappropriate behavior effectively.

This study examined the role of mentoring support played in the relationship between mentors’ and protégés’ perceived job insecurity. Using survey data collected from 153 ongoing mentoring dyads from several industries in Taiwan, regression results indicated that mentors’ job insecurity was positively related to protégés’ job insecurity whereas mentors’ job insecurity was negatively related to mentoring support protégés received. Furthermore, mentoring support was negatively related to protégés’ job insecurity. The theoretical and practical implications of these findings are discussed.

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The thesis called Beginning Teacher Support at Elementary School Kunratice explores how the chosen school supports the beginning teachers in the area of their professional development and what opportunities are provided to them by the school. The thesis is divided into theoretical and practical part. The theoretical part describes the beginning teacher profession and ways of supporting the beginning teachers, such as mentoring, pair teaching, professional portfolio, or personal plan of pedagogical development. The ways of supporting the beginning teachers are described first in general, and next with the focus on how such support is implemented at the elementary school Kunratice. The practical part investigates the contribution of specific ways of supporting the beginning teachers at the chosen school using qualitative research as well as analysis of the internal documents. Moreover, the practical part contains outcomes of the author's previous experience in the respective field. Key words Support, beginning teacher, elementary school Kunratice, mentoring, pair teaching, pedagogical portfolio, personal plan of pedagogical development