The effect of gender on an induction year mentoring program for principals as perceived by selected female principals and their mentors in the Austin Independent School District in Austin, Texas /
The specific purposes of this inquiry was to investigate the effect of gender on an induction year mentoring program experience as perceived by selected female principals and their mentors in the Austin Independent School District and to identify and assess tenets of a successful induction year ment...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=728889641&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The specific purposes of this inquiry was to investigate the effect of gender on an induction year mentoring program experience as perceived by selected female principals and their mentors in the Austin Independent School District and to identify and assess tenets of a successful induction year mentoring program. Prior to the research, a pilot study was conducted by the researcher that responded to the following: Describe the attributes and characteristics of a successful mentor relationship. This should include the attitudes, perceptions, personalities, etc. of both the mentor and the person being mentored. Is this universal or does it change for female-female, male-male, female-male? Are there any differences related to the culture or background of each? To answer this question I, with the approval of my chair, Dr. David Erlandson, interviewed five prot[]g[]s under my supervision and their mentors. Findings from the pilot study became the basis for the formation of the present study. The design of this inquiry included interviewing a diverse group of six prot[]g[]s and mentors not under the supervision of the researcher. Each participant signed a participant consent form. Data were collected via semi-structured interviews that were guided by a basic set of questions and issues to be explored. The data were reported in six case studies (Chapter IV), prot[]g[] and mentor group findings through emerging themes and programmatic findings using the 20 recommendations of the Minnesota LEAD Center as the assessment standard (Chapter V). The final chapter includes the summary, conclusions, and recommendations for practice and further study. The summary of findings focused on the answers to the questions posed in this inquiry. The findings indicated that gender might have an affect on an Induction Year Mentoring Program for principals and mentoring relationships as perceived by selected female principals and their mentors. The two conclusions revealed in this inquiry are: People are blind to the affect of their culture or socialization experiences on their interpretation of gender in mentoring relationships, and Gender impacts same sex mentoring relationships. Seventeen recommendations were offered to develop and implement a successful induction year mentoring program for principals regardless of race, sex, and/or experience. Two recommendations were proposed for further study. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | viii, 274 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 170-186). |