Mentoring Abilities and Beliefs of Ohio Secondary Agricultural Education Mentor Teachers

Abstract

Mentoring and induction programs are popular within the public school system in the United States. Additionally, content–based mentoring programs exist, such as those within agricultural education. A number of studies yielded results that showed a relationship between mentoring/induction participation and teacher retention. The importance of the abilities and beliefs the mentor teacher contributes to the mentoring process cannot be neglected. An understanding of how mentor teachers perceive themselves in their abilities and beliefs is critical in the selection and training of mentor teachers. The purpose of the study was to describe mentor teachers’ abilities and beliefs related to the mentor – novice teacher relationship. The design of the study was descriptive in nature. Survey research methods were utilized in the data collection process among cooperating (mentor) teachers for the student teaching experience of an agricultural education teacher preparation program. Data were collected on participants’ perceptions of their abilities and beliefs related to the mentoring relationship. Overall, mentor teachers strongly agree with the statements related to their abilities and beliefs. A substantial relationship emerged between the two variables. The items utilized in the instrument can be used to guide the selection and training of mentor teachers, hopefully resulting in positive mentoring relationships.