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Administrative context and novice teacher-mentor interactions

Ben Pogodzinski (College of Education, Wayne State University, Detroit, MI, USA)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 2 February 2015

Abstract

Purpose

Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school’s administrative context is associated with the focus and frequency of novice teacher-mentor interactions.

Design/methodology/approach

By estimating logistic regression models, the author identified the association between novices’ perceptions of their working conditions and the content and frequency of interactions with their formally assigned mentors.

Findings

When novice teachers perceived positive administrator-teacher relations in their schools and reported that administrative duties did not interfere with their core work as teachers, they were more likely to frequently interact with their mentors around issues of curriculum.

Research limitations/implications

Studies of new teacher induction need to more fully account for elements of school-level organizational context which influence novice teacher-mentor interactions, specifically related to administrative decision making and climate. Future research should seek to identify the extent to which formal policy related to new teacher induction is supported by broader elements of the organizational context.

Practical implications

In addition to implementing sound formal policies related to teacher mentoring, school administrators should seek to foster a school climate that promotes administrator-teacher and teacher-teacher collaboration to promote improved teacher mentoring.

Originality/value

This study builds upon previous research by drawing attention to the association between broad measures of school-level administrative context related to the quality of working conditions and teacher mentoring.

Keywords

Acknowledgements

This work was supported by the Carnegie Corporation of New York (grant number B 8034); and Michigan State University (grant number 05-IRGP-334).

Citation

Pogodzinski, B. (2015), "Administrative context and novice teacher-mentor interactions", Journal of Educational Administration, Vol. 53 No. 1, pp. 40-65. https://doi.org/10.1108/JEA-06-2013-0073

Publisher

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Emerald Group Publishing Limited

Copyright © 2015, Emerald Group Publishing Limited