Browsing by Subject "mentoring"
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Item An Examination of Cultural Values and Employees' Perceptions of Support on Affective Reaction and the Desire to Participate in a Formal Mentoring Program in an Oilfield Services Corporation(2012-07-16) Hayes, Hanna BeaMany researchers have examined the effect of formal mentoring on job satisfaction and organizational commitment. However, there has been little or no focus on an employee's intent to participate in a formal mentoring program based upon an employee's perceived organizational support, and/or affective reaction (job satisfaction and organizational commitment). In the current study, the researcher examined the relationship among cultural values, perceived organizational support (career and psychosocial support), affective reaction (job satisfaction and organizational commitment), and the intent to participate in a formal mentoring program in an oilfield services organization. A 44-item electronic survey was utilized to collect data. The questionnaire was sent to 831 Field Engineers 1 (FE1's) in forty-two countries within an oilfield services organization. The sample included 341 respondents. Descriptive statistics, Cronbach's alpha estimates for reliability, factor analysis, correlation analysis, regression analysis, path analysis, and structural equation modeling were the analyses used in the study. The researcher posited that cultural values amongst the FE1's do not differ significantly; moreover, the cultural values do not influence the FE1's perceived organization support. Further, it was found that FE1's perceived support (career and psychosocial) and affective reactions predicted the FE1's intent to participate in a formal mentoring program.Item Characteristics of Effective Mentoring in a Formal Mentoring Setting(2011-02-22) Luckey, Rebecca AnnA qualitative phenomenological study was conducted to determine the perceived levels of effectiveness and barriers for a successful mentoring relationship between mentors and mentees. Specifically, this study explored the formal mentoring relationships within Texas AgriLife Extension's Mentoring Program. Research was conducted on mentoring relationships from mentor and mentee perspectives to determine how they perceived the relationships' effectiveness, which may serve as a model for further research. The population for this longitudinal study was mentors and mentees in a formal mentoring relationship between the years of 2004 and 2008 within Texas AgriLife Extension Service. One hundred-six mentoring relationships were examined over a five year period. The data were gathered from an open-ended evaluation instrument administered at the end of the one-year mentoring relationship. Wells, (1997) served as the conceptual framework for this study. Wells's model is based on the nine roles of value-creating order, inspiring action, and improving performance-and was used to identify skills that could build professional capacity for a mentor and mentee. The findings of this study indicated that mentors and mentees perceived the formal mentoring program to be effective in sharing knowledge, resources, and experiences. Mentors and mentees indicated that the barriers of time, distance, differences, and work load existed and the relationship could have been improved if barriers were minimized. The perceived characteristics that emerged for an effective mentoring relationship were trusting, encouraging, and leadership. Recommendations were made that researchers should continue to look at training and processes for mentors and mentees preparing for a mentoring relationship.Item Factors affecting student retention within a faculty-centered student advisement program at a rural community college(2009-05-15) Kantor, Anna SchusterThe purpose of this descriptive and correlational study was to examine factors to determine if a faculty-centered student advisement program, which was implemented at a rural community college, affects student retention in a positive manner. The Community College Survey of Student Engagement (CCSSE) was incorporated, and data collected by this group provided the basis for the study. The study was a comparative study of quantitative parameters looking at five benchmarks. The five benchmarks included active/collaborative learning, student effort, academic challenge, student faculty interaction, and support for learners based on teaching, learning and retention in community colleges with regards to personal characteristics of age, gender, ethnicity, and enrollment status. Analysis of variance provided information between the benchmarks and personal characteristics and the quality of advising, and correlations were run using the various benchmarks and personal characteristics in order to determine any connections between the benchmarks themselves and quality of advising. In addition, the Quality Enhancement Plan (QEP), created by this rural community college, was analyzed from 2004 to 2006 to determine any inferred connection with the benchmarks and the quality of advising because of the implementation of the QEP. Findings show that, even though the survey CCSSE instrument used to determine student engagement and its function in student retention may not provide the most accurate results in general for Navarro College, the implementation of the faculty-centered student advisement program has coincided with an increase in graduation rates, an increase in fall to first fall persistence, and an increase in GPAs as evident at Navarro College.Item High School Science Teacher Induction in Texas: Implications for Policy(2011-02-22) Ivey, Toni AnnTexas public high schools induct beginning science teachers each year; yet, little is known about how schools induct beginning teachers. The three studies included in this dissertation use a mixed methods approach to explore data collected by the Policy Research Initiative in Science Education (PRISE) Research Group during the 2007-2008 academic year. The first study focused on principals' perceptions of teacher induction. A content analysis of interviews collected from 50 principals examined principals' perceptions of teacher induction. Analyses indicated that high school principals had an overwhelmingly narrow focus of mentoring and provided mentor teachers with little support or training. Findings indicated that induction activities for beginning teachers were front-loaded before the school year began and were left in the hands of unprepared mentors during the school year. Further analyses indicated that the primary purpose of mentoring and induction for beginning teachers in Texas high schools revolved around orientation to campus policies and procedures. Beginning teachers' instructional needs appeared to be an afterthought. The second study explored beginning high school science teachers' evaluations of their induction experiences. Beginning teachers identified the best school-level induction supports received and recommended improvements for school-level induction. Teachers identified mentoring as one of the best received supports, yet also made recommendations for more structure in the mentoring experience. A comparison of beginning teachers' responses with teacher turnover found that: (a) Stayers (i.e., teachers retained at a campus) were most likely to report that they received induction support from other science teachers; (b) Movers (i.e., teachers who transferred to another campus) less frequently reported working conditions as a positive induction support; and (c) Leavers, (i.e., teachers not retained in the profession) most frequently did not identify induction support from the school. The final study compared principals' perceptions of induction and beginning teacher Movers and Leavers' evaluations of their induction experiences. Findings from this study indicated that principals were aware of induction components that were considered helpful by both Movers and Leavers. However, principals did not acknowledge what Movers and Leavers recommended for improvements to current induction practices. The final chapter provides a summary of all three studies. Recommendations are made for improving induction practices for high school science teachers. In particular, high school principals should discard their current "hands-off" approach to teacher induction and become more active in their induction experiences. Additionally, types of induction practices should increase to include more than mentoring. Moreover, policy makers should reform mentoring policies so that current practices, which have a narrow focus on school policies and procedures, are abandoned.Item Mentoring in law enforcement(Law Enforcement Management Institute of Texas (LEMIT), 2014) Morrison, EarlItem Mentoring Our Own: an Analysis of a Promotion-based Mentoring Program(Law Enforcement Management Institute of Texas (LEMIT), 2002) Cardenas, Arthur G.Item Mentors' perceptions of the effectiveness of the components and technological venues implemented in online teacher induction programs for novice teachers(Texas A&M University, 2007-04-25) Livengood, Kimberly K.This descriptive study provided a synthesis of the form, structure, activity and relationship components utilized by online teacher induction programs designed to support novice teachers. Mentors involved in online teacher induction programs responded to an online questionnaire. The perceptions of 51 mentors involved in 36 online teacher induction programs in 16 states and one country in addition to the United States were examined to determine the effectiveness of components incorporated. A synthesis of the technological venues utilized was provided through a statistical analysis of the mentors?????? responses. The mentors?????? perceptions of the effectiveness of incorporated technological venues were statistically examined. Additionally, their perceptions of professional development, emotional support, reflection, and formative observation components in relation to the program??????s characteristics were also examined through the analysis of their responses to the online questionnaire. Analysis of the mentors?????? perceptions appeared to indicate the effective implementation of professional development and emotional support components via technological venues to support novice teachers. The professional development component was perceived as effective regardless of the school districts?????? sizes, grade level taught or certification route of the novice teachers. To improve novice teachers?????? pedagogical knowledge, it is suggested that online teacher induction programs employ video streaming, videotapes, and websites to deliver the professional development component. Additionally, it appeared that mentors perceived electronic mail as most effective for providing emotional support. However, telephones, bulletin boards, video conferences, and chats were also effectively utilized to support novice teachers emotionally.Item The development and psychometric analysis of the conceptual level teacher behavior observation tool(2009-05-15) Hollingshead, Barbara S.The research literature is replete with information about the teacher shortage. The connection between teacher shortages and teacher classroom effectiveness with student achievement substantiates the need for interventions. Research has identified the potential of developmental mentoring and supervision programs for increasing teacher effectiveness, teacher retention, and student achievement. The purpose of this study was to develop and to analyze the psychometric properties of the Conceptual Level Teacher Behavior Observation Tool (CLTBOT). The purpose of this study was important because the development of the CLTBOT filled a void in the literature for an observation tool that would evaluate teacher behaviors in the conceptual domain. The potential use for these data is tied to mentoring or supervisory practices designed specifically for the teacher?s current need for structure, as well as for showing evidence of growth resulting from program activities. This study was organized into three steps. Step one focused on the development of the CLTBOT. Step two, of this study, explored the validity of the first draft of the CLTBOT in a pilot study. The pilot study indicated a moderate association between an adapted version of Hunt?s Paragraph Completion Method (PCM), the established measure for conceptual development, and the CLTBOT, the focal instrument of this study. The pilot proved an essential step in the process of developing and analyzing the CLTBOT as revisions were made following the results. Step three was the research study designed to answer the research questions. Research question one required an item by item analysis of the CLTBOT. Cohen?s kappa coefficients of between .699 and .867 demonstrated that the two raters? scores were consistent. Research question two was answered with evaluations of the CLTBOT by two experts who awarded high ratings for the items based on relevance and clarity. A Cramer?s V coefficient of .56 revealed a strong relationship between the CLTBOT and the PCM, establishing evidence for concurrent validity and answering research question three. The results provided preliminary validity and reliability evidence for the use of the Conceptual Level Teacher Behavior Observation Tool (CLTBOT).Item The director's mentoring project: an analysis of the experiences of mentors and proteges and the impact of mentoring on selected child care centers in San Antonio, Texas(Texas A&M University, 2004-09-30) Castillo, Cathleen F.The researcher examined the experiences of three directors of child care centers that had been accredited by the National Association for the Education of Young Children (NAEYC) and six directors of child care centers that had not yet reached accreditation status. The nature and meaning of these experiences was explored through interviews with each of the directors individually, and then with each mentor and her two prot?g?s. The purpose of this study was to understand how a mentoring program promotes change in child care programs and how that change impacts the quality of care, if, in fact, it does. Using the constant comparative method, three major findings emerged. The first finding was the critical issue of identifying, screening, and selecting prot?g?s to participate in the Director's Mentoring Project (DMP). Factors that result in prot?g?s remaining in the program include self-selection, having previously met or heard of the mentors themselves, awareness of accreditation standards and procedures, and knowledge of and concern about quality care for young children. The second and third findings were intertwined. They had to do with the models of mentoring used and the nature of the relationship between the mentors and prot?g?s. The mentors and the prot?g?s utilized a model of mentoring that was based on their understanding that the primary goal of the DMP was to either gain NAEYC-accreditation status for the center itself or to provide professional and personal support to the prot?g? directors. While all the mentors began the program with accreditation as their primary goal, those who developed a close and empathic relationship with their prot?g?s came to believe that support of the directors was primary. The former utilized a more goal-oriented model of mentoring; the latter utilized a more affective model of mentoring. The nature of the mentor-prot?g? relationship formed a continuum from instrumental to personal and developmental. Where the mentors and prot?g?es fell on the continuum paralleled their understanding of the purpose of the project and the model of mentoring that was adopted.Item The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School(2014-04-25) Dimatteo, KristenTeacher retention has become a focus of many schools and school systems in recent years. The United States, United Kingdom, and Australia have grappled with increasing attrition rates among new teachers. International schools experience similar rates to varying degrees. There are similarities among countries and international schools with respect to why teachers leave schools or the teaching profession. The high monetary cost of teacher attrition and the upheaval in school culture and curriculum development warrant further investigation into teacher attrition prevention strategies. This study explored the effectiveness of a mentoring program for newly hired teachers at Tashkent International School (TIS). By investigating first whether the TIS program has achieved its intended outcome and, second, by determining characteristics of the program that have best achieved this goal, the study showed a clear path forward regarding mentoring that may inform similar international schools as they consider strategies to manage teacher retention. The purpose of this mixed method study was to examine the effects of a mentoring program on school-related factors that affect teacher retention rates in an international school. Eight teachers employed at Tashkent International School from kindergarten to grade 5 who participated in a mentoring program were surveyed, interviewed, and observed in weekly meetings. The data collected were analyzed according to themes grouped as early intervention, a supportive communal culture, and distributive leadership. New teacher survey results and interviews indicated that the mentoring program positively affected teachers? perceptions of the school?s collaborative culture and the level of support provided by the school. Data collected from mentor-teacher surveys and interviews indicated that lead teachers benefitted from leadership opportunities. Observation data reflected a focus on student work in meetings and a questioning/coaching model used by mentors. While the study revealed these positive aspects of the program, analysis also revealed areas of possible improvements. These areas include formalizing responsibilities of lead teachers and providing ongoing training to increase the lead teacher capacity as mentor. The results of this study suggest that international schools should consider adopting a new teacher mentoring program as a teacher retention strategy.Item The need for mentoring in law enforcement(Law Enforcement Management Institute of Texas (LEMIT), 2005) Bothell, Lance A.Item The Role Mentoring Plays in a White Female Novice Teacher's Perceptions of Her Enculturation into a Culturally Diverse Campus(2012-07-16) Noble, Erica MichelleMany of America's schools are populated with diverse student populations, while the teaching population remains largely White. This creates dissonance for White teachers and students of color. Possibly mentoring can assist novice White teachers as they enculturate into the profession and their culturally diverse campuses. This qualitative research, conducted from an Interpretivism paradigm, used a case study of a White female novice teacher at a culturally diverse campus to understand the role mentoring played in a White female novice teacher's perceptions of her enculturation into a culturally diverse campus. Several methods of data collection were used, including 9 semi-structured interviews with the novice teacher, email dialogues, 3 days of shadowing, as well as two semi-structured interviews with the subject's principal and mentor. The data was analyzed using the constant comparative method. This White female novice teacher taught at a campus with a large Hispanic student population. She struggled to feel confident in her work and in her relationships with her mentor, her fellow teachers, her administrators, her students and their parents. She relied heavily on her faith and her fellow novice teacher and teammate. Her mentor visited her once a week. She liked her mentor, but never felt she received the assistance desired. She recognized she knew little about the Hispanic culture of her students; she was willing to learn more, but failed to see her own privileged membership in the dominant White culture and its effect on interactions with her students. The discussion of this study looks at the structuring of an effective mentoring program for novice teachers, and the new teacher?s frustrations with the mentoring received; her relationship struggles with her principal and other staff, but also some successes in forming friendly relationships; her desire to understand her Hispanic students and their culture, yet her inability to see her membership in the dominant culture, as well has her school and district's "color-blind" approach to race; and her perceptions of her enculturation into the profession of teaching. The conclusions of this study discuss mentoring new teachers, the role of principals in the induction of new teachers, cultural differences between teachers and students, and the influence of faith and character with a teacher and his/her teaching.