The Roles and Expectations for Supervision Within a Mentoring Relationship As Perceived by Mentors, Beginning Teachers and Elementary School Principals
Date of Award
Dissertation - Restricted
Doctor of Philosophy (PhD)
Cepelka, K. A.
In this study I examined the roles and expectations for supervision within a mentoring relationship as perceived by mentors, first-year teachers, and elementary principals. The broad term supervision is defined as direct, differentiated, and sustained assistance (Reiman & Thies-Sprinthall, 1998). By focusing on the roles and expectations: identify the supervisory roles of principals within a mentoring program, examine the means by which principals carry out supervisory roles within a mentoring relationship, examine the similarities and differences between principals' and mentors' supervision of beginning teachers within a mentoring relationship, and examine the perceived desire for supervision from mentors and new teachers who comprise a mentoring pair.