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dc.contributor.authorBusch, Christopher Anthony
dc.date.accessioned2014-03-04T03:24:38Z
dc.date.available2014-03-04T03:24:38Z
dc.date.issued2008-08
dc.identifier.otherbusch_christopher_a_200808_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/busch_christopher_a_200808_phd
dc.identifier.urihttp://hdl.handle.net/10724/24843
dc.description.abstractThe goal of mentoring teachers is to meet four areas of need: a) emotional, b) physical, c) instructional, and d) institutional (Lipton & Wellman, 2005). The purpose of this study was to analyze the formalized mentoring process from the perspectives of the physical education protégé. This study addressed four research questions: a) did the mentoring process support the protégé, b) did the mentor reflect practices taught in the protégés’ teacher education program, c) what were the protégés perspectives on the mentoring relationship, and d) what were the protégés perspectives on the psychosocial and career support provided by the mentor? Participants were physical educators who completed a formalized mentoring program. A four-part process identified participants: a) national organizations were contacted, b) state associations were contacted, c) direct contact with school districts and/or schools, and d) flyers were handed out at state physical education conferences. The total number of respondents was 586; however, only 394 respondents, from 12 states, met the criteria for participation. Participants answered an on-line Mentoring Function Survey (MFS), which examined two mentoring sub-functions, career and psychosocial support. An Analysis of Variance was used to analyze the MFS, and was significant for seven of the eight MFS factors. Furthermore, results indicated that protégés perceived their mentors as helpful in both career and psychosocial support r=.839 p<.01, with a Cronbach’s Alpha of .93% and .89% respectively. Physical education protégés insights on their mentoring experience indicated mentors successfully met their career and psychosocial needs. Furthermore, protégés reported that over 70% of their mentors provided supportive communication skills, such as listening skills, interpersonal dialog, and pedagogical support. Protégés indicated that mentors did reflect what they learned in their teacher education program, even though the majority of mentors were not physical educators.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectMentoring
dc.subjectPhysical Education
dc.subjectInduction
dc.subjectPhysical Education Teacher Education
dc.titleFrom the proteges' perspective
dc.title.alternativean analysis of formal mentoring in physical education
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentKinesiology
dc.description.majorPhysical Education and Sport Studies
dc.description.advisorPaul Schempp
dc.description.committeePaul Schempp
dc.description.committeeWilliam Wraga
dc.description.committeeBryan McCullick


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