The present study assessed the effect of interpersonal similarities between mentors and protégés in a large formal teacher mentoring program. The dependent variables included protégés’ satisfaction with the services provided by the program and perception of the program as influencing the decision to continue as a New York City Public School teacher. Two years of responses to surveys indicated that mentor-protégés similarities, most notably in the relatively intangible areas of outside interests, teaching styles, or personality types, fostered stronger relationships between mentors and protégés.
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Owen, C.J., Solomon, L.Z. The Importance of Interpersonal Similarities in the Teacher Mentor/Protégé Relationship. Soc Psychol Educ 9, 83–89 (2006). https://doi.org/10.1007/s11218-005-2671-0
- interpersonal similarity
- teacher training
- staff development
- teacher retention
- mentoring relationship
- protégés’ support