Effects of a mentoring relationship on the anticipatory socialization of beginning Wisconsin school administrators
Purpose. The purpose of this study was to investigate the relationship which existed in Wisconsin between mentoring and successful socialization into an administrative position, the differences mentors played in the career development of men and women and the difference in the perceived amount of influence the mentor exerted upon their protege's and the protege becoming a successful administration. Procedure. The sample utilized consisted of 337 administrators or potential administrators. The sample was drawn from individuals who participated in the aspiring administrator program sponsored by the AWSA or those individuals involved in the complimentary membership program. Investigative components utilized included a mail survey and an in-depth interview. Of 337 surveys mailed, 244 (72.4%) were returned. The second phase consisted of 24 in-depth interviews. The sample consisted of 134 males (55%) and 110 females (45%). Of the 244 respondents, 134 (54.9%) indicated an interest in participating in an in-depth interview. The data collected via the survey was analyzed quantitatively and qualitatively to determine the extend to which administrative candidates were mentored or sought mentoring. A frequency analysis was conducted to determine percentages of people who responded in a given manner. Frequency and percentages were utilized to determine the most common characteristics of mentoring in the groups of respondents. Interviews were evaluated qualitatively paying particular attention to examples cited and quotes utilized to explain responses. Results/Conclusions. Of the 244 participants, 164 (67.2%) had one or more individuals who fit the definition of a mentor. An additional sixteen individuals had someone who may have filled a similar role bringing the final percentage to 73.8%. The survey analysis didn't indicate a significant difference in the pursuit of a mentor between males and females. Of the 110 females who responded, 72 (65.5%) indicated they had a mentor compared with 92 (68.7%) of the males. Little difference existed in the approach taken in providing mentoring activities abased on gender. In looking at the amount of influence mentors exerted and the successful transition, no trend could be identified. No differences were found based on gender. The male participants had a higher percentage whose mentor was the building administrator than did their female counterparts. The difference was 72.8% for the male participants versus 61.1% for the females.
Gerald Kenneth Freitag,
"Effects of a mentoring relationship on the anticipatory socialization of beginning Wisconsin school administrators"
(January 1, 1995).
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