Title

A Descriptive Study Of Mentor-Protégé Relationships, Mentors' Emotional Empathic Tendency, And Protégés' Teacher Self-Efficacy Belief

Keywords

Mentor-protégé relationships; Preservice teacher education

Abstract

This study investigated sample associations between mentors' emotional empathic tendency, protégés' perception of the mentoring relationship, and protégés' teacher self-efficacy belief. Questionnaires were administered to 26 mentor-protégé pairs who had been together for three semesters in a preservice teacher program. Scores were paired, Pearson Product Moment correlations were calculated, and responses on the open-ended questionnaire were analyzed to provide descriptive data on factors that influenced protégés' self-efficacy belief. Findings indicated some sample evidence that linear relationships existed between mentors' level of emotional empathy, the protégés' perception of the mentor-protégé relationship, and the protégés' teacher self-efficacy belief. The mentors had a relatively high level of emotional empathic tendency, the protégés rated their mentor-protégé relationships highly, and the protégés had a high level of teacher self-efficacy belief. Both felt that long-term placement had provided the opportunity for development of the relationship, which they believed contributed to the protégés' teaching confidence and competence. © 1999 OPA (Overseas Publishers Association) N.V.

Publication Date

12-1-1999

Publication Title

Early Child Development and Care

Volume

156

Issue

1

Number of Pages

145-154

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/0300443991560109

Socpus ID

84890422434 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84890422434

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