Mentoring and Other Support Behaviors in Elementary Schools

Abstract

The purpose of this study was to identify the dimensional structure of mentoring and other support behaviors that occur naturally among adults in elementary school settings. A questionnaire about support relationships was developed and administered to a statewide random sample of teachers (N = 488). Six separate factors emerged as dimensions of support among teachers: Mentoring, Supporting, Collaborating, Career Strategizing, Supervising, and Grounding. The study lends credence to the idea of multidimensional support within an elementary school organization characterized by relationships that are distinct from those described in business and academic settings. The findings suggest that in elementary school settings a broad base of support may be preferable to having a single exclusive mentor and that formalized programs should be based on these natural informal networks.