Award Date

1-1-1984

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Administration and Higher Education

Number of Pages

157

Abstract

This study focused upon the development of a formalized mentoring program model designed to facilitate the career development of aspiring administrators. The formalized mentoring program model consisted of key components that were found within the disciplines of andragogy, training/staff development, motivation, and educational psychology. Five elements were identified within the discipline of andragogy as essential ingredients of the formalized mentoring program model: (1) Self-directed learning, (2) Accumulated experience, (3) Readiness to learn, (4) Problem-centered orientation, (5) Educative environment. The best practices for staff development within the formalized mentoring program model were listed. Within the discipline of educational psychology, change was identified as the most important feature of the formalized mentoring program model. Four career stages were also incorporated. The humanistic approach to motivation was basic to the formalized mentoring program model. The implementation chronology of the mentoring program model was outlined, and served as an integral feature of the model; The following recommendations were offered: that organizations should (1) sponsor and support formalized mentoring programs as a regular component of their career development programs; (2) encourage a climate or organizational culture that is humanistic in approach and attitude, as a prior condition to the implementation of a formalized mentoring program; (3) utilize a formalized mentoring program model, and implementation chronology to initiate a formalized mentoring program; The following recommendations were offered for further study: (1) An implementation study should be conducted to apply the formalized mentoring program model in a school district; (2) A validation study should be conducted to determine the impact of the formalized mentoring program model on large, medium, and small sized school districts; (3) A validation study should be conducted to determine the impact of the formalized mentoring program upon the career development of aspiring administrators; (4) A longitudinal study should be conducted to determine the impact of the formalized mentoring program model upon effectiveness of administrators.

Keywords

Formalized; Mentoring; Model; Program

Controlled Subject

School management and organization

File Format

pdf

File Size

4526.08 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/tl16-2n2z


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