Conceptualizing and Measuring the Quality of the Mentoring Relationship

This paper proposes a theoretical model of the relationship between different features of mentoring and outcomes, based on both the existing research literature in education and other disciplines and on qualitative data of teachers’ experiences with mentoring in their first year of teaching. The proposed framework for mentoring quality distinguishes between precursors to successful mentoring, processes of successful mentoring, and outcomes that indicate successful mentoring. Precursors include both features of the mentoring relationship and program and characteristics of both the mentor and mentee that exist prior to establishment of the mentoring relationship. Processes include both the level of engagement and amount of interaction between mentors and mentees, and also the types of activities and supports that occur during mentoring interactions. Outcomes include the results of mentoring for mentors, mentees, and the students of the mentees.

1023_aera2009hawkinson.pdf