The relationship between personality domains and mentoring content in the context of student teaching in music
Prendergast, Jocelyn Stevens
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The purpose of this study was to examine the relationship between cooperating teacher personality traits and the mentoring content they report delivering within the context of music student teaching. The impact of the perception of similarity between the student and cooperating teacher on the satisfaction with the overall student teaching experience was also explored. Subjects included cooperating teachers (n = 30) and student teachers (n = 20) from NASM-certified Southeastern Division schools. Data were collected using the International Personality Inventory Pool NEO PI-R, the Mentoring Functions Scale, and the Allen and Eby relationship quality measure. The findings indicate that the personality trait of Conscientiousness significantly predicted cooperating teachers’ provision of career support and emotional support. Openness was also found to significantly predict the reported delivery of emotional support. Further, high Agreeableness in the cooperating teacher also significantly predicted their perception of overall quality of the relationship. Perception of similarity between the cooperating teacher and student teacher was not significantly related to satisfaction with the overall experience.