The discourse between mentors and inductees in induction programs

The study examined the 23 most frequently cited areas of concern to new teachers from the existing literature, how frequently these topics were discussed during the induction mentoring process, and if their discussion improved participant satisfaction with the outcomes of the process. Additionally, it examined several characteristics of mentors and inductees to learn whether they effected the discourse between mentors and inductees during the induction process. A questionnaire based on the research literature in the area, was distributed to all members of inductee mentor pairs in the school district studied. A total of 272 questionnaires were returned in scorable condition, yielding a return rate of 96.4 percent. Data from the survey was used to answer a total of six research questions. Major conclusions were that there is: (1) a limited interaction between the length of time that a mentor has been teaching and the frequency of discourse. (2) A substantial interaction between the length of time that an inductee has been teaching and the frequency of discourse. (3) A minor interaction between the educational background of the mentor and the frequency of discourse. (4) A minor interaction between the educational background of the inductee and the frequency of discourse. (5) Frequent discussion of all 23 of the topics by the majority of induction mentoring pairs. (6) Significant interaction between the frequency with which the various topics of the study were discussed and the participants' satisfaction with the outcomes of each area of the induction mentoring process