Mentoring for the Educational Leadership Professoriate: Perspectives From Jay D. Scribner Mentoring Award Recipients and Mentees

Donald Hackmann, Joel R. Malin

Research output: Contribution to journalArticlepeer-review

Abstract

This article presents findings from a study of Jay D. Scribner Award recipients. The purposes were to learn why professors engage in mentoring and to identify activities and supports provided to mentees. Interviews were held with the 12 recipients and 24 mentees who submitted letters in support of their nominations, with Mertz’s conceptual model of mentoring guiding data analysis. Findings revealed mentoring activities were based upon mentees’ career stages and institutional contexts, and aligned with Mertz’s mentoring continuum. Relationships emerged informally, included individual and group mentoring, were characterized by relational equality, and resulted in long-term research partnerships and friendships.

Original languageEnglish (US)
Pages (from-to)236-260
Number of pages25
JournalJournal of Research on Leadership Education
Volume14
Issue number3
DOIs
StatePublished - Sep 1 2019

Keywords

  • doctoral students
  • educational leadership
  • junior faculty
  • mentoring
  • professoriate

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Mentoring for the Educational Leadership Professoriate: Perspectives From Jay D. Scribner Mentoring Award Recipients and Mentees'. Together they form a unique fingerprint.

Cite this