Professional and personal development of mentor teachers working with beginning teachers

The study explored the perspectives of mentors and their growth and development as a result of their work mentoring beginning teachers. Reputational sampling was used to select five elementary school mentors from a sigle rural school district in Middle Georgia. A case study approach was used, employing both within case and cross case analysis. Three semi-structured interviews with the five mentors resulted in a total of 15 interviews. The constant comparative method of data analysis was employed to examine the perspectives of the participants. Data from each case were analyzed separately and across cases in which two common themes emerged: 1) Mentors perceive their work as meaningful and positive and 2) Mentors exerience personal and professional growth from their work with beginning teachers. Anotable finding was that of the reciprocity of growth and development experienced by both the mentors and the proteges with whom they worked. Furthermore, reciprocity was further enhanced through collegial relationships and the friendships and bonds established through mentoring.