Mentor teachers’ motivations and implications for mentoring style and enthusiasm

Using expectancy-value theory, this cross-sectional study examines the extent to which the expectations and values mentor teachers attach to mentoring are associated with their mentoring styles and enthusiasm. Path-analytical results of N = 189 Austrian mentor teachers surveyed in 2022 showed that h...

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Veröffentlicht in:Teaching and teacher education 2024-03, Vol.139, p.104441, Article 104441
Hauptverfasser: Kuhn, Clara, Hagenauer, Gerda, Gröschner, Alexander, Bach, Andreas
Format: Artikel
Sprache:eng
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Zusammenfassung:Using expectancy-value theory, this cross-sectional study examines the extent to which the expectations and values mentor teachers attach to mentoring are associated with their mentoring styles and enthusiasm. Path-analytical results of N = 189 Austrian mentor teachers surveyed in 2022 showed that high expectations of success and high attribution of values related to the social utility of mentoring are associated with self-assessed constructive mentoring. Transmissive behavior correlated positively with extrinsic personal utility value. Enthusiasm is high when mentors have a strong intrinsic motivation and attach high intrinsic personal utility value to mentoring. These findings contribute to knowledge on factors shaping mentoring quality.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2023.104441