Investigating trust in the mentoring relationship: The beginning teacher\u27s perspective

The focus of this dissertation was to investigate the beginning teacher\u27s perspective on trust in the mentor-beginning teacher relationship. This was a qualitative study rooted in grounded theory modified to accommodate the use of received theory (Glaser & Strauss, 1967). The investigative framework was based on two received theories, and each theory formed the foundation for the following research questions: (1) Gabarro\u27s (1978) theory predicts that work place trust in an associate will be affected by her perceptions of the associate\u27s character, competence, and judgment. Is this true in the case of the beginning teachers as they do or do not develop trust in their mentor? (2) Lewicki and Bunker\u27s (1996) theory predicts that three levels of trust will emerge in work place relationships: conditional trust, knowledge-based trust, and identity-based trust. Is this true in the case of beginning teachers as they do or do not develop trust in their mentor? (3) Lewicki and Bunker (1996) predict that the three levels of trust develop in an evolutionary manner. Is this true in the case of beginning teachers as they do or do not develop trust in their mentors