A Descriptive Study of Mentor‐Protégé Relationships, Mentors’ Emotional Empathic Tendency, and Protégés’ Teacher Self‐efficacy Belief

“We’re NotJustInterested in the Work”: Social and Emotional Aspects of Early Educator Mentoring Relationships

“…These findings confirm previous work indicating that using strategies to provide social-emotional support is a crucial part of mentors' work (Clifford, 1999;Odell, 1990;Ryan & Hornbeck, 2004;Stanulis & Russell, 2000;Zachary, 2000).…”

“…Evidence suggests that establishing rapport and offering emotional support are typically prerequisites to changing teaching practices (Stanulis & Russell, 2000;Zachary, 2000). Empathy is one factor of the mentoring relationship that is associated with teachers' sense of self-efficacy, and is potentially a key factor in increasing teachers' competence in the classroom (Clifford, 1999;Odell, 1990). But mentors do not always receive training or support for how to establish emotionally supportive relationships (Bullough, 2005): often programs assume that people who make good teachers will automatically make good mentors (Lipton & Wellman, 2005;Ryan & Hornbeck, 2004).…”

“…In such situations, mentors typically are positioned as instructional leaders who help novice preschool teachers make sense of the particular work environment at their school (Clifford, 1999;Stanulis & Russell, 2000). In contrast, many recent reform initiatives employ mentors who work outside of the preschool program in which their protégés work (Ryan & Hornbeck, 2004).…”

Listening, Play, and Social Attraction in the Mentoring of New Teachers

“…Liang et al (2002) found that mentoring relationships high in empathy and engagement were associated with less loneliness and higher self-esteem for protégés. Clifford (1999) found a positive linear relationship between mentors' empathy and protégés' teaching confidence and competence. Others (Goodman, 1988;Johnson, 2003) suggest that elements of directive listening, including mentors giving advice and offering perspectives, are helpful.…”

“…(p. 189) Studies have found correlations relating mentors with protégé satisfaction and success (Baker, Hocevar, & Johnson, 2003;Campbell & Campbell, 2000;Galbraith, 2001;Kram, 1985). Other studies link mentoring programs in education to success and satisfaction of teachers (Clifford, 1999;Strong & Baron, 2004) and students (Campbell & Campbell, 2000;Erdem & Özen, 2003;Liang, Tracy, Taylor, & Williams, 2002;Van Gyn & Ricks, 1997). Further research suggests that mentoring may increase retention of nurses (Greene & Puetzer, 2002;Hurst & Koplin-Baucum, 2003) and college students (Young & Cates, 2005, Hurte, 2002Lee & Bush, 2003;Pidcock, Fischer, & Munsch, 2001).…”