Reported perceptions of the impact of being a mentor

Many states and school districts have introduced beginning teacher induction programs which include the assignment of an experienced teacher, often called a mentor, to assist each beginning teacher. This research study focused on the reported perceptions of eight mentors who were assigned to help new teachers as part of the Pennsylvania Teacher Induction Program. Each mentor was interviewed five times during a seven month period from September, 1988, through March, 1989. Qualitative data from the in-depth interviews resulted in over forty statements of findings and six major conclusions. The first conclusion notes the benefits of being a mentor. Secondly, mentors reported that having a formal program is more beneficial to the inductee than an informal program. Mentors report that their most important function was to be a sounding board, confidant, supporter. One conclusion describes frustrations which can be experienced by mentors. Another conclusion reviews comments by mentors regarding training programs for mentors. The sixth conclusion states that a less structured program, such as Pennsylvania\u27s, could result in less emphasis on instructional skills. The study concludes with recommendations to improve teacher induction programs and suggestions for further study