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perceptions of effectiveness of mentoring relationships in higher education
Title
The perceptions of effectiveness of mentoring relationships in higher education.
Creator
Jadwick, Doreen K., Florida Atlantic University, Decker, Larry E.
Abstract/Description
The purpose of this study was to measure the perceptions of effectiveness between faculty mentors and proteges involved in formal mentoring relationships in higher education. The subjects were drawn from a non-probability sample of 35 faculty mentors and 53 proteges active in the 1995-96 Mentor Program sponsored by the Office of Minority Student Services at Florida Atlantic University (FAU). The responses from faculty mentors (n = 17) represented a 48.6% response rate. The responses from...
Show moreThe purpose of this study was to measure the perceptions of effectiveness between faculty mentors and proteges involved in formal mentoring relationships in higher education. The subjects were drawn from a non-probability sample of 35 faculty mentors and 53 proteges active in the 1995-96 Mentor Program sponsored by the Office of Minority Student Services at Florida Atlantic University (FAU). The responses from faculty mentors (n = 17) represented a 48.6% response rate. The responses from proteges (n = 22) represented a 41.5% response rate. Four out of the seventeen faculty mentors who responded had more than one protege. The variable information was used only once for each faculty mentor, therefore, the analysis included 17 faculty mentors and 22 proteges. Subjects were administered the 55-item Principles of Adult Mentoring Scale (PAMS); an instrument based on adult development psychology theories and the transactional process of learning with six behavioral mentoring functions: Relationship Emphasis, Information Emphasis, Facilitative Focus, Confrontive Focus, Mentor Model, and Student Vision. Faculty mentors completed the PAMS and proteges completed the protege version of the PAMS. MANOVA and ANOVA indicated that the faculty mentors' and proteges' overall levels of perceptions of effectiveness were similar as were the levels of perceptions of effectiveness for the six behavioral mentoring functions. When compared to Cohen's mentor role competency scores for the PAMS, the behavioral mentoring functions revealed a variety of perceptions of effectiveness: Relationship Emphasis and Facilitative Focus for faculty mentors and proteges resulted in effective mean scores; Information Emphasis and Student Vision mean scores of faculty mentors resulted in less effective mean scores while Information Emphasis and Student Vision mean scores of proteges resulted in effective mean scores; faculty mentors' and proteges' mean scores for Confrontive Focus resulted in less effective scores while the Mentor Model mean scores of faculty mentors and proteges revealed very effective scores. The composite mean scores and mean scores for each of the six behavioral mentoring functions appear to validate Cohen's mentor role norm competency scores for the six behavioral mentoring functions developed for the purpose of using the PAMS. Confrontive Focus behavioral scores in this study were consistent with findings from F. C. Stoner's January, 1996 study that revealed less effective mean scores for adult educators from Continuing Education, Higher Education, and Business and Industry (Stoner, 1996). This is an initial study. The approach used here can be used by others in higher education. The research provides adult educators with data and reproducible techniques with which to assess, evaluate, and improve the interpersonal competencies of adult learners and mentors.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12494
Subject Headings
College teachers--In-service training, Mentoring in education
Format
Document (PDF)
STAFF DEVELOPMENT PROGRAMS IN COMMUNITY COLLEGES IN ILLINOIS: AN ASSESSMENT
Title
STAFF DEVELOPMENT PROGRAMS IN COMMUNITY COLLEGES IN ILLINOIS: AN ASSESSMENT.
Creator
JENKINS, ROLLIN EDWARD., Florida Atlantic University
Abstract/Description
Statement of the problem: Within a ten-year period, the community college system of Illinois quadrupled in students and doubled the number of campuses. The number of professional staff members grew simultaneously. The physical impossibility of the state universities pretraining the number of new professional staff needed for community colleges meant that alternative methods of staff development had to be utilized. The responsibility fell to the local community college to promote professional...
Show moreStatement of the problem: Within a ten-year period, the community college system of Illinois quadrupled in students and doubled the number of campuses. The number of professional staff members grew simultaneously. The physical impossibility of the state universities pretraining the number of new professional staff needed for community colleges meant that alternative methods of staff development had to be utilized. The responsibility fell to the local community college to promote professional staff development related to the unique concept of the community college. This study was undertaken: 1. To determine whether the present offerings are meeting the needs of of the professional staff members. 2. To determine what is being done in Illinois. 3. To determine the relationship of the staff members' tenure status, years of community college experience, professional role, sex, and/or education level on the staff members' participation and perceived value of various development activities. 4. To determine the degree of understanding of the development programs between those responsible for and those benefiting from the activities. 5. To determine those activities which were most/least valuable to the professional staff. Results and Conclusions: The data lead to the following conclusions: 1. There is considerable uniformity in staff development activities offered and staffs' perceptions of program usefulness throughout the state. 2. The knowledge as to the availability of activities is readily available to all. 3. The professional staffs are generally satisfied with the programs that are offered, and participation is at a relatively high level. 4. There is little evidence that the years of experience at the community college level or the education level have any influence on one's perception of usefulness of staff development activities. 5. Women are more optimistic than men concerning what the staff development activities can do for them. 6. No modification of development program is warranted on the basis of tenure status. 7. Staff meetings dealing with human relations, philosophy and goals of the community college, improvement of professional skills, and orientation are not meeting the needs of the instructional staff. Among the activities of considerable value are: formal evaluation by students and self, formal coursework, professional journals, readily accessible library facilities, workshops, visitation, and facilitation of professional organization activities. Among those activities of little value are: off-campus library and meetings for the entire staff.
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Date Issued
1975
PURL
http://purl.flvc.org/fcla/dt/11660
Subject Headings
Community college teachers--In-service training--Illinois, Community colleges--Faculty--In-service training--Illinois
Format
Document (PDF)
impact of community college presidents' mentoring practices on protege success
Title
The impact of community college presidents' mentoring practices on protege success.
Creator
Ray, Magdala T., Florida Atlantic University, Pisapia, John
Abstract/Description
Filling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for...
Show moreFilling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for community college leadership as a president. The profile of contextual factors (age, gender, ethnicity, geographic location and duration of the mentoring relationship) and mentoring activities developed through this study reveals that current community college presidents are involved in guiding their proteges by teaching the job, providing challenge, and teaching the politics of the job. They are helping their proteges through career help, protection and sponsorship, and they are encouraging their proteges through career counseling, friendship and demonstrated trust. Of the contextual factors and mentoring activities, the two which are most significant in predicting protege career advancement are the duration of the mentoring relationship and the teaching of the politics of the job. Implications and recommendations derived from this study include training and development of mentor/protege relationships within the community college system for better awareness and understanding of the mentoring activities and continued emphasis on increased mentoring opportunities for minorities.
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Date Issued
2004
PURL
http://purl.flvc.org/fcla/dt/12102
Subject Headings
Mentoring in education, College teachers--In-service training, Educational leadership, Community college presidents--United States, Community college administrators, Career development--United States
Format
Document (PDF)
Relationships between pre-service teachers' characteristics, high-stakes testing, and math efficacy beliefs in a former community college teacher preparation program in Florida
Title
Relationships between pre-service teachers' characteristics, high-stakes testing, and math efficacy beliefs in a former community college teacher preparation program in Florida.
Creator
Bingham, Amy A., Florida Atlantic University, Kumar, David D.
Abstract/Description
In Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of...
Show moreIn Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of teachers was conducted. Based on the information obtained from the literature review, the study examined a population of pre-service teachers in a new teacher preparation program in Florida. The research investigated relationships surrounding pre-service teachers' characteristics such as: ages, failed attempts on high-stakes math sub-tests, levels and grades earned in lower-division math courses, time elapsed between lower-division and upper-division math courses, and the grade earned in the math methods course, in relation to their efficacy beliefs about teaching math. Results from the study revealed that pre-service teachers' ages, levels and grades of lower-division math courses, and grades earned in the math methods courses, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). The variables of failed attempts on high-stakes math tests, and the time elapsed between lower- and upper-division math courses, did not significantly correlate with pre-service teachers' MTEBI scores. Additionally, a multiple regression model including the previously mentioned variables did predict pre-service teachers' MTEBI scores greater than chance, although the model did not generalize to the greater population. The findings from this study can assist new teacher preparation programs, which may serve non-traditional students, in isolating variables that can identify pre-service teachers who are at risk for poor mathematical experiences and attitudes in the early stages of the program. If pre-service teachers are prone to negative beliefs about teaching math, then any information in assisting these students prior to their having an effect on math education for future students can be beneficial. While this study posits some avenues to pursue in fostering positive math beliefs and experiences in teacher preparation programs, recommendations for further research in this area also will be discussed.
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Date Issued
2004
PURL
http://purl.flvc.org/fcla/dt/12110
Format
Document (PDF)