The purpose of this study was to descriptively investigate sample associations between mentors' emotional empathic tendency, proteges' perception of the mentoring relationship, and proteges' teacher self-efficacy belief. To provide the data for these calculations, three questionnaires were administered to 26 mentor-protege pairs in the Florida State University Early Childhood Teacher Education Program, who had been teaching together for three semesters in primary (K-3) classrooms. Scores were paired, and Pearson Product Moment correlations were calculated. Mentor and protege perceptions of the mentor-protege relationship, and mentor suggestions for enhancement of the program were studied using mentor and protege written responses to open-ended questions. / Findings indicated some sample evidence that linear relationships existed between mentors' level of emotional empathy, the proteges perception of the mentor-protege relationship, and the proteges' teacher self-efficacy belief. The scores on the instruments suggested some interesting and supportive observations. The mentors had a relatively high level of emotional empathic tendency, the proteges rated their mentor-protege relationships highly, and the proteges had a high level of teacher self-efficacy belief. / Mentors and proteges were very satisfied overall with the program, and felt that the long-term placement had allowed time and opportunity for the development of the mentor-protege relationship, which contributed to the proteges' teaching confidence and competence. / A number of commonalities were found in the mentor and protege perceptions of their relationship. Three categories of important mentor characteristics were identified under the headings of mentor as nurturer, expert colleague, and role model. Mentors and proteges described a successful mentor-protege relationship as a close friendship, characterized by honesty, mutual respect, and professionalism. / Mentor suggestions for program enhancement included increased collaboration between mentors and university faculty, mentor input into the syllabi for protege methods courses, opportunities for mentors to help teach methods classes, and increased involvement of university faculty in the public school classrooms. / Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 3084. / Major Professor: Virginia P. Green. / Thesis (Ph.D.)--The Florida State University, 1995.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77525 |
| Contributors | Clifford, Elaine Finlay., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 135 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0021 seconds