Interviews with proteges regarding their perceptions of their significant mentoring relationship revealed several common characteristics, including mentors' responsiveness to proteges' needs, proteges' appreciation of the mentoring relationship and admiration of their mentors' personal values and character traits, and proteges' tendencies to…

A retracing of a college faculty member's relationship with his mentor suggested essential elements of the typical mentor-protege relationship, including professional recognition of the mentor, similar thinking styles, professional commitment, and self-direction. (CB)

An attempt to define teacher mentorship begins with a personal account of experiences as both a protege and a mentor, leading to a discussion of mentoring as a "gift-exchange" process, with mentors helping others to develop different perspectives, and proteges passing this gift of reflection to others. (CB)

This definition of mentoring, focusing on its application to the teaching profession, points out the paradoxes and conflicts in the mentoring process, viewed as a transcendental experience for the mentor and a transformational experience for the protege. (CB)

The possibilities of the use of case literature by mentor teachers to convey theoretical knowledge to beginning teachers and to promote reflection and analysis are explored through a review of the advantages for mentor teachers, beginning teachers, and the school, as well as some obstacles and topics for cases that master teachers could develop.…

Mentor teacher programs counter the organizational defects that hinder effective practice and are critical first step in helping all teachers to foster a working environment of collegial assistance in the interest of improved instruction and student achievement. (CB)

A review of teacher mentoring literature and several mentor-teacher programs makes a case for supporting the promotion of systematic inquiry into and critical reflection on practice among both experienced and beginning teachers. (CB)

Administrative mentoring can encourage new administrators to become instructional leaders. The article discusses the shortcomings of mentoring for professional development and proposes mentoring to support experienced administrators trying to be more than managers. The availability of mentors to guide beginning instructional leaders facilitates…

Examples of several teacher induction programs are examined, delineating the frequently conflicting role expectations for mentor teachers. It is proposed that joining the concept of mentor teachers with that of preservice-level supervising teachers could bridge the preservice-inservice continuum. (CB)

Teachers can learn to cope with many of the stresses of their jobs, especially if they can develop a positive, strong self-image. Teachers should be given realistic expectations about what they can accomplish in today's classrooms, adjust their lives to accommodate psychological needs, and learn to deal with criticism. (PP)

Research about job aspects that school superintendents, principals, and supervisors find most stressful is summarized. Sources of stress among Tennessee school administrators, for example, include administrative tasks, such as complying with state and federal policies, dealing with teachers and parents, and personal adjustment problems. (PP)