Abstract
Purpose
– The main purpose of this article is to study the influence of cognitive tasks on mentoring provided and the moderating influence of professional teacher education.
Design/methodology/approach
– This cross-sectional survey was based on a questionnaire that was sent to a total of 435 employees from 29 pre-schools in Norway. A total of 284 responses were returned, a response rate of 65.3 per cent. Two research hypotheses were formulated. Confirmatory factor analysis (CFA) was used to develop three measurement models and structural equation modelling (SEM) based on multi-group analysis was used to test the hypotheses.
Findings
– The results revealed that cognitive tasks increase the occurrence of mentoring provided at work and professional teacher education moderates this relationship.
Research limitations/implications
– The use of convenience sampling and self-reports are discussed, especially related to representativeness and reporting biases.
Practical implications
– The findings implicate a need for increased interdisciplinary co-operation both at work and in the teacher education.
Originality/value
– This is an under-studied area and no previous research has used a confirmatory approach to investigate how cognitive tasks and professional education influence the occurrence of mentoring provided.
Subject
Organizational Behavior and Human Resource Management,Development,Social Psychology
Reference52 articles.
1. Allen, T.D.
,
Russell, J.E.A.
and
Maetzke, S.B.
(1997), “Formal peer mentoring. Factors related to proteges' satisfaction and willingness to mentor others”, Group & Organization Management, Vol. 22 No. 4, pp. 488-507.
2. Ashburn, E.A.
,
Mann, M.
and
Purdue, P.A.
(1987), “Teacher mentoring: ERIC clearinghouse in teacher education”, paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.
3. Barnett, B.G.
(1995), “Developing reflection and expertise: can mentors make the difference?”, Journal of Educational Administration, Vol. 33 No. 5, pp. 45-59.
4. Barnett, B.G.
and
Brill, A.D.
(1990), “Building reflection into administrative training programs”, Journal of Personnel Evaluation in Education, Vol. 3, pp. 179-192.
5. Billett, S.
(2003), “Workplace mentors: demands and benefits”, Journal of Workplace Learning, Vol. 15 No. 3, pp. 105-113.
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献