BTSA mentors: The costs and benefits to mentors and their fidelity to constructivist practice

This study explored the perspectives of current and former California Beginning Teacher Support and Assessment (BTSA) mentors with respect to the benefits and costs of mentoring as well as identifying their pedagogical orientation (constructivist or traditionalist). By implementing a quantitative methodology utilizing selected surveys, mentors were offered opportunities to view themselves in the BTSA induction process. From this perspective, the study analyzed how mentors constructed meaning within the BTSA program and the role they played as participants in the BTSA program. The following research questions guided this study: 1. What are the costs and benefits of mentoring as reported by mentors in the BTSA program? 2. What impact do instructional beliefs have on BTSA mentors' perceptions as to the costs and benefits of being a mentor?;A 70-item online survey was developed based on two field-tested surveys designed by Ragins and Scadura (1994, 1999) and Ravitz, Becker, and Wong (2000). Ragins and Scadura (1994, 1999) examined the mentoring relationship found in a business context. Ravitz, Becker, and Wong (2000) structured the survey tool to identify both the teacher's pedagogical orientation (constructivist or traditionalist) and the teacher's practiced learning environment. The surveys were randomly e-mailed to various BTSA mentors across California, resulting in 143 completed online surveys.;Frequency data and linear regression analyses were conducted to answer the research questions. Frequency data analyses of cost and benefit factors demonstrated that mentors saw the BTSA Induction program and their role within the program as beneficial. The findings from this survey demonstrated that a large majority of support providers identify themselves strongly with constructivist practices. The findings from the linear regression analyses also clearly indicated that a high average benefit score was a significant predictor of mentors who identified themselves as constructivist.;The focus of this study was on the mentor's role in the California BTSA Induction program. This study provided credence in supporting and continuing the local and regional BTSA Induction programs across California. However, efforts must be taken to continue research in the mentoring and induction programs, as a way to retain and support effective mentors. This study is only one perspective but it recognizes the continuing labors of mentors in the California BTSA program.