| The purpose of the study was to describe the extent to which a formal mentoring relationship met the professional and psychosocial needs of beginning agriculture teachers. An additional focus of the study was to describe the extent to which beginning agriculture teachers and their formal mentors were satisfied with the dyad relationship. The target population for the study was beginning agriculture teachers in Missouri and their formal mentors. The accessible sample consisted of Missouri agriculture teachers (n = 40) in their first year of teaching during the 2001–2002 school year, and their formal mentors (n = 40). An overall response rate of 84% was achieved. The researcher developed a beginning teacher version and mentor version of the Mentoring Relationship Questionnaire (MRQ). Reliability coefficients (r) of three constructs found in the MRQ were calculated post-hoc, and values ranged from .99 to .93.;From the findings of this study it was concluded that formal mentors provide psychosocial assistance to beginning agriculture teachers, thus confirming research conducted by Kram (1985). Beginning agriculture teachers can anticipate that the formal mentor will likely be the person who will provide the most beneficial assistance during the induction year of teaching. Compared to psychosocial assistance, both respondent groups were less enthusiastic in their perceptions regarding the professional assistance formal mentors provide beginning agriculture teachers.;It was concluded from this study that beginning agriculture teachers and formal mentors who perceive they are similar to their dyad partner are more likely to have a satisfying mentoring experience. This conclusion agrees with previous research suggesting that perceived similarity influences dyad relationships (Cesa & Fraser, 1989; Dreher & Cox, 1996; Ensher & Murphy, 1997; Meglino, Ravlin, & Adkins, 1989; Ragins, 1997; Turban et al., in press). As a result of mentoring beginning teachers, it was concluded that formal mentors receive benefits that are professionally satisfying. This finding parallels previous research that identified the professional growth of mentors as a benefit of interacting with novice teachers (Danielson, 1999; Stevens, 1995; Tauer, 1998; Wildman et al., 1989). This study concluded that formal mentoring programs that involve beginning agriculture teachers lack structure and commonality, and depend upon the professional commitment of individuals who serve as formal mentors. |
