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Degree

Doctor of Education, Ashland University, College of Education, 2008.

Abstract

Changes in education have placed increased pressure on school superintendents. Some states have implemented mentoring programs to aid new superintendents in adjusting to the role. This study looked at Ohio's formal mentoring program employing a quantitative-qualitative approach. The study used an instrument based on Cohen's Principles of Adult Mentoring Survey to compare perceptions of mentors and mentees of the mentoring experience. The instrument measured two dimensions of the mentoring experience: structure of perceived mentoring relationship and quality of perceived mentoring relationship. The study found that there were differences in both dimensions between mentors and mentees, and by years of experience. Qualitative data was gathered from participant feedback to the program to explain the differences in perceptions.

Subject Headings

Education; Organization theory; School administration

Keywords

mentoring; superintendent; school superintendents; formal mentoring program

Committee / Advisors

Harold E. Wilson, PhD (Committee Chair)
Jeffry White, PhD (Committee Co-Chair)
John Haschak, PhD (Committee Member)
Dwight McElfresh, EdD (Other)

Pages

169p.

Document number: ashland1229983074
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1229983074

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