This study presents perceived “success and hindering factors” related to mentoring novice teachers at grammar schools.
On the basis of a grounded theory approach, there have been twelve interviews with mentors and corresponding mentees. The interviewed mentors have all been graduates of a mentoring training, supported by the University of Teacher Education in Central Switzerland. The novice teachers (mentees) have been engaged on an ordinary yearly contract and came from different faculties.
The author identified three main variables on which findings have been categorized: Individual issues, relationship issues and style and approach issues.
Hereby, the criteria trust and trust-building emerged as the vital aspects in the relationship. Generally it includes a certain openness and self disclosure from both parts. Openness allows the exchange of wishes and expectations which is essential to prevent unwanted surprises. Relationships were reported to be successful when Mentees were open for critique and when they were willing to learn.
While assessing and advising at the same time is usually seen as a hindering factor, the study gives evidence, that it needn’t be deteriorating a relationship.
Having a common subject of specialisation might be a success factor in the beginning of the relationship but as the relationship proceeds, general or personal aspects are more important. Age difference seems to be a helpful to function within the given role.
Concerning different approaches to mentoring, the “king’s road to success” could not be found. Depending on the definition of the relationship (symmetric or complementary) different approaches contribute differently to a successful relationship.
Table of Contents
1. Introduction
1.1 General Mentoring Context
1.2 Mentoring context at grammar schools in Lucerne
2. Research issue and research questions
3. Methodology
3.1 Theoretical Perspective
3.2 Research Design
3.2.1 Description of the sample
3.2.2 Data collection and analysis
3.2.3 Difficulties and limitations of the design
4. Findings
4.1 Individual issues
4.1.1 Success and hindering factors for mentors
4.1.2 Success and hindering factors for mentees
4.1.3 Conclusion
4.2 Relationship issues
4.2.1 Assessing and advising
4.2.2 Gender aspects
4.2.3 Age and experience
4.2.4 Conclusion
4.3 Style and Approach issues
4.3.1 Content focus vs. Process focus
4.3.2 Psychosocial vs. Career function
4.3.3 Supporting vs. Confronting
4.3.4 Conclusion
5. Discussion and Literature Review
5.1 Individual issues
5.2 Relationship issues
5.3 Style and Approach issues
6. Critical reflexion
Research Objectives and Themes
The study aims to identify and analyze the success and hindering factors in mentoring novice teachers at grammar schools in Lucerne through a grounded theory approach, specifically exploring the dynamics between mentors and mentees to inform future mentoring training programs.
- The identification of success and hindering variables in mentor-mentee relationships.
- The role of trust, self-disclosure, and expectation management in mentoring.
- The impact of institutional context and formal roles on mentoring effectiveness.
- The influence of demographic factors like gender, age, and experience on the relationship.
- A critical evaluation of balancing support and confrontation within the mentoring process.
Excerpt from the Book
4.1.1 Success and hindering factors for mentors
One of the most important findings that emerged was the ability to build trust. Trust appears to be the core issue in a mentoring relationship. Although the word trust was not explicitly defined, there was no interview in which this variable was not stated in one or the other way.
“Our relationship was good because I could trust my mentor; he was a real friend I could rely on him. He never let me down and I was sure he would not cheat me in the sense of telling the head something different.”(BT=Beginning Teacher)
By asking what kind of trust building elements they have encountered or how trust was experienced, the three characteristics for a growth promoting relationship (developed by Carl Rogers) emerged. Although these findings are not surprising, it is worth mentioning them as key elements: 1. being authentic (congruence or genuineness), 2. showing unconditional positive regard and acceptance and 3. having an accurate empathic understanding.
Congruence primarily means: Remarks, behaviours, actions, gestures and/or facial expressions of a mentor that project his or her inner experience, feeling and thinking. On a higher layer of genuineness it frequently means: A mentor opens up his or her feelings towards the mentee, gives insight so as to make it meaningful for the mentee at that particular time.
“It takes a while to earn trust from the people you work with, and it is essential for doing the work. I think l have learned to treat mentees with the same kind of respect l tried to give my students. I’ m more aware that each teacher is working with different understandings and beliefs.”(MT=Mentor Teacher)
Chapter Summaries
1. Introduction: Defines the complexity of mentoring as a human interaction and outlines the research setting in Lucerne grammar schools, establishing the significance of the study for teacher training.
2. Research issue and research questions: Reviews existing consensus on mentoring benefits and establishes the specific research questions focused on success and hindering factors in the local context.
3. Methodology: Details the inductive grounded theory approach, the criteria for selecting the twelve interviewees, and the qualitative analysis methods used to derive core variables.
4. Findings: Presents the primary empirical results, categorized into Individual, Relationship, and Style/Approach issues, illustrating them with direct quotes from participants.
5. Discussion and Literature Review: Synthesizes the empirical findings with academic literature, focusing on the significance of trust and the dynamics of support versus confrontation.
6. Critical reflexion: Reflects on the research process, the researcher's personal bias, methodological limitations, and the personal growth experienced during the study.
Keywords
Mentoring, Novice Teachers, Grammar Schools, Grounded Theory, Trust, Self-Disclosure, Role Conflict, Support, Confronting, Qualitative Research, Professional Development, Teacher Induction, Educational Management, Relationship Dynamics, Pedagogy
Frequently Asked Questions
What is the primary focus of this dissertation?
The dissertation focuses on exploring and analyzing the success and hindering factors in mentoring relationships between experienced mentors and novice teachers within grammar schools in Lucerne.
What are the central thematic fields covered in the research?
The research is structured around three core thematic areas: Individual issues, Relationship issues, and Style and Approach issues in mentoring.
What is the primary research question?
The study seeks to answer what the success and hindering factors are from the viewpoint of the participants and how these empirical findings correlate with existing academic literature.
Which scientific method does the author employ?
The author utilizes a grounded theory approach, conducting twelve semi-structured, qualitative interviews with mentor-mentee pairs to allow findings and theories to emerge inductively from the data.
What is discussed in the main body of the work?
The main body examines trust as a core variable, the tension between advising and assessing, the influence of gender and age, and the stylistic differences in mentoring, such as content-focused versus process-focused approaches.
How would you characterize the keywords defining this study?
The study is characterized by keywords relating to educational development, such as mentoring, teacher induction, trust building, pedagogical support, and the professional role of the mentor.
How does the "Assessing and Advising" dynamic impact the mentoring relationship?
Contrary to the initial hypothesis that dual roles would be hindering, the findings suggest that if the relationship is built on transparency and trust, the mentor can successfully fulfill both evaluative and supportive roles.
Why is the "process focus" considered significant in this study?
The author finds that while content focus is often the starting point, a process-oriented approach—which prioritizes personal development and emotional alignment—is more conducive to long-term professional growth.
- Citation du texte
- lic.phil. päd., MSc Bruno Rihs (Auteur), 2008, Success and hindering factors in mentoring novice teachers at grammar schools , Munich, GRIN Verlag, https://www.grin.com/document/124248
