BEGINNING AND MENTOR AGRICULTURE TEACHERS’ PERCEPTIONS OF PSYCHOSOCIAL ASSISTANCE, SIMILARITIES, AND SATISFACTION

Abstract

The purpose of the study was to describe the extent to which a formal mentoring relationship met psychosocial needs of beginning agriculture teachers and to describe the extent of satisfaction with the dyad relationship. The accepting sample consisted of Missouri agriculture teachers (n = 40) in their first year of teaching during the 2003-2004 school year, and their formal mentors (n = 40) provided by school districts. Data were collected using the Mentoring Relationship Questionnaire (MRQ) developed by Greiman (2002). This instrument consisted of both a beginning teacher version and mentor version. From the findings of the study it was concluded that formal mentors provide psychosocial assistance to beginning agriculture teachers. Psychosocial assistance was intended to enhance a sense of competence, identity, and effectiveness in beginning teachers and consisted of support encompassing the functions of acceptance, counseling, friendship, role modeling, and social. It was found 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. Dyad partners who recognize that they have similar values, attitudes, working styles, and teaching philosophies are more likely to have a positive mentoring experience, successful relationship, and satisfactory interaction.