Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees

Rebecca K. Frels, Linda Reichwein Zientek, Anthony J. Onwuegbuzie

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)


The purpose of this mixed research study was to examine mentoring experiences specific to grade span through the perspective of principals, mentors, and mentees. An instrument containing items on demographics, administrative support, and mentoring program components was administered to first-year teachers (n = 998), mentors (n = 791), and principals (n = 73). Mentors' attitudes towards mentoring were statistically significantly more positive than were the mentees' attitudes, although, on average, the attitudes for both groups were positive. A statistically significant difference in attitudes emerged as a function of grade span, with elementary school mentees reporting the highest levels of motivation to be mentored and the greatest desire to observe veteran teachers. Qualitative analyses revealed that mentoring includes specific format, better matches, increased time for mentoring, observation opportunities, and better training for mentors. Implications are discussed.

Original languageEnglish
Pages (from-to)28-58
Number of pages31
JournalMentoring and Tutoring: Partnership in Learning
Issue number1
Publication statusPublished - Feb 2013
Externally publishedYes


  • grade span
  • mentees' attitudes towards mentoring
  • mentoring experiences
  • mentors' attitudes towards mentoring

ASJC Scopus subject areas

  • Education


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