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The Importance of Interpersonal Similarities in the Teacher Mentor/Protégé Relationship

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Abstract

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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Correspondence to Claire J. Owen.

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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

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Keywords

  • Mentor
  • interpersonal similarity
  • teacher training
  • staff development
  • teacher retention
  • mentoring relationship
  • protégés’ support