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The influence of formal mentoring re...

Schrum, Janice Lynn.

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The influence of formal mentoring relationships on organizational commitment, citizenship behaviors, and workplace sense of community in school settings.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The influence of formal mentoring relationships on organizational commitment, citizenship behaviors, and workplace sense of community in school settings./
作者:	Schrum, Janice Lynn.
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-11, Section: B, page: 5558.
Contained By:	Dissertation Abstracts International63-11B.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3069559
ISBN:	9780493892559

The influence of formal mentoring relationships on organizational commitment, citizenship behaviors, and workplace sense of community in school settings.
Schrum, Janice Lynn.

The influence of formal mentoring relationships on organizational commitment, citizenship behaviors, and workplace sense of community in school settings. - 145 p.

Source: Dissertation Abstracts International, Volume: 63-11, Section: B, page: 5558.

Thesis (Ph.D.)--University of Missouri - Kansas City, 2002.

The purpose of this study was to explore mentoring relationships as they occur in public school settings. Mentoring relationships were investigated by assessing teacher proteges' perceptions of the quality of their mentoring relationships, time spent with mentor, mentorship functions (i.e., career development and psychosocial support), work environment and relationship importance, and how those perceptions predict workplace sense of community and organizational commitment and citizenship behaviors. The 110 participants in this study were kindergarten through high school level teachers employed by the Kansas City, Kansas and the Kansas City, Missouri School Districts who had participated in a formal mentoring program. The School Mentorship Survey used in this study contained 132 questions compiled from various instruments that the literature had shown to be acceptable measures of the constructs of interest. The results of this study revealed that all predictor variables (i.e., time spent with mentor, mentoring functions, work environment/relationship importance, and quality of mentoring relationship) were significantly correlated with workplace sense of community and organizational commitment. Furthermore, quality of mentoring relationship and mentoring function (i.e., career development and psychosocial support) were significantly correlated with organizational citizenship behaviors. The results of a stepwise multiple regression indicated that quality of mentoring relationship was the most powerful predictor of each of the three dependent variables (i.e., workplace sense of community, organizational commitment, and organizational citizenship). In addition, for the first two dependent variables (i.e., workplace sense of community and organizational commitment behaviors), adding the evaluative rating of work environment/relationship importance enhanced predictability; however, adding other ratings/dimensions did not. For the last dependent variable (i.e., organizational citizenship behaviors), adding other mentorship ratings/dimensions to quality of mentoring relationship did not enhance predictability. The information presented here suggests that within public school settings, teacher proteges involved in quality mentoring relationships in a supportive work environment tend to experience workplace sense of community and to perform organizational commitment behaviors more so than those proteges who are not in quality mentoring relationships.

ISBN: 9780493892559Subjects--Topical Terms:

626654
Education, Sociology of.

The influence of formal mentoring relationships on organizational commitment, citizenship behaviors, and workplace sense of community in school settings.
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