Effects of a Mentoring Relationship on the Anticipatory Socialization of Beginning Wisconsin School Administrators
Date of Award
Dissertation - Restricted
Doctor of Philosophy (PhD)
The problem this study was designed to investigate was the relationship which existed in Wisconsin between mentoring and successful socialization into an administrative position, the difference mentors played in career development of men and women, and the difference in the perceived amount of influence the mentor exerted upon their protege and the protege becoming a successful administrator. In the past decade we have reached a critical crossroads in American public education. Several national reports have been published which have highlighted perceived deficiencies in the public schools (Boyer, 1984; National Commission on Excellence in Education, 1983). A great deal of the concern and alarm expressed in these reports focused not only on the need to improve instruction in our schools but on improving the educational leadership that is provided to guide the educational enterprise. The apparent void which exists in the leadership role is complicated by the desire of the public to upgrade standards while reducing costs in the face of a declining resource base. The degradation of the very fabric of our society and the virtual disintegration of the traditional family unit have complicated the problem and thrust additional expectations upon the schools and its beleaguered leadership...