| The purposes of this study were: (1) to gather data on the perceptions of beginning teachers and mentor teachers who participated in a year-long induction program and (2) to identify criteria that should be included in future induction programs. The data were collected by the use of Flanagan's critical incident technique which was administered by the researcher to beginning teachers and mentor teachers who participated in the 1986-87 York County Instructional Improvement Consortium, one of 14 pilot sites in the state of Pennsylvania.; At the last session for the year long induction program, the researcher administered a questionnaire to the 50 beginning teachers and the 38 mentors. In accordance with the procedure for the critical incident technique, respondents were asked to describe, in writing, specific incidents in the mentor-beginning teacher relationship which affected negatively and positively, both their professional performance during the year. A classification system was inductively developed and the incidents were placed in defined categories according to the judgment of the researcher.; To check the reliability of the classification procedure, each set of incidents was classified by two school administrators who were part of the York County Instructional Improvement Consortium. Each administrator chose incidents and classified them according to the categories previously determined by the researcher. When there was 90 percent agreement, the category became a final classification.; Some selected findings were: (1) a strong mentor-beginning teacher relationship helps the teaching performance of the mentor as well as the beginning teacher. (2) The relationship helps provide constant, positive support to the beginning teacher. (3) Stimulating the mentor's enthusiasm for teaching, increasing feelings of self-worth, and sharing new ideas are positive benefits of the relationship for the mentor. (4) Common time for the mentor and the beginning teacher is a necessity. (5) Role expectations need to be defined.; Selected recommendations for practice are: (1) provisions for a strong mentor-beginning teacher relationship should be part of a teacher induction program, (2) classroom management and organizational procedures are important topics to be included in a teacher induction program, (3) a teacher induction program should define clearly the role expectations of the mentor and the beginning teacher. |
