Date of Award

5-2017

Degree Type

Thesis

Degree Name

Master of Arts in Education

Department

Education, Leadership and Public Service

First Advisor/Chairperson

Derek Anderson

Second Advisor

Abby Cameron Standerford

Third Advisor

Betty LaPointe

Abstract

The purpose of this research study was to investigate student teachers who self-selected mentors during student teachings and the ways they perceived support and professional advice compared to student teachers who did not self-select mentors. The study looked at the nature of the mentoring relationship with student teachers and their self-selected mentor. This mixed-methods research collected data using a five-point Likert scale and open-ended questions. Questionnaires were given to students during their 16-week student teaching placement. The common themes to emerge were that a self-selected mentor’s greatest influences included: offering advice, teaching strategies, encouragement and being a role model. The nature of the self-selected mentoring relationships were reported as positive and had a lasting impact on the student teachers.