Influence Of Mentoring On Dyad Satisfaction: Is There Agreement Between Matched Pairs of Novice Teachers And Their Formal Mentors?

Mentoring has evolved to become a crucial aspect of support for new teachers and has become the dominant form of teacher induction. However, limited scholarly effort has compared the perceptions of dyad members for congruence and differences. The purpose of the study was to examine and compare the perceptions of novice teachers and formal mentors regarding the extent of mentoring received, and the influence that this interaction has on dyad satisfaction. Participants consisted of 30 matched-pairs of novice teachers of agricultural education and their formal mentors. Findings from the study provide empirical support for Kram’s mentor role theory as it was concluded that novice teachers receive professional and psychosocial mentoring, and this was from the perspective of both dyad members. Furthermore, a positive relationship was found between novice teachers’ perception of receiving professional and psychosocial mentoring and satisfaction with the mentoring relationship; however, no such relationship was found from the perception of formal mentors.