The roles and expectations for supervision within a mentoring relationship as perceived by mentors, beginning teachers and elementary school principals
The purpose of this study was to reveal the perceptions of new teachers and mentors regarding the type and level of supervision they receive from their building principal, as well as to unravel what their needs/desires for supervision are. Two elementary schools from different school districts with a mentoring triad including a mentor, a new teacher and principal were studied. The experimental design of this study was interpretive and involved interviews as the primary source of data collection. Data collection occurred at the close of the 1999-2000 school year. Three sets of interviews were conducted at each site. A grounded theory design guided data collection and analysis. Five questions guided the inquiry: (1) What are the supervisory roles and responsibilities of principals to mentors and beginning teachers as detailed within a district-wide mentoring program? (2) In what ways do principals carry out the supervision of mentoring program participants? (3) What are the similarities and differences between principals' and mentors' supervision of new teachers? (4) What supervisory roles and responsibilities do new teachers want mentors to assume within a mentoring relationship? (5) What supervisory roles and responsibilities do mentors and beginning teachers want principals to assume within a mentoring relationship? The results of this study indicate that beginning teachers expect supervision that provides support from both their mentor and principal. Mentors also have an expectation of support from the principal. It was suggested however, that the responsibilities of evaluation impede the principal from engaging in the same trusting relationship that a mentor and new teacher have. What principals can do, is focus their attention on taking time to discuss their perceived roles with beginning teachers and mentors. Perimeters for support and communication can be established that permit the principal to engage effectively within the mentoring relationship.
"The roles and expectations for supervision within a mentoring relationship as perceived by mentors, beginning teachers and elementary school principals"
(January 1, 2000).
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