Social Change Through Mentor-Protégé Personality Style Pairing and Relational Satisfaction
The purpose of the study was to examine the relationship between pre-kindergarten through grade 8 teacher mentor-protege personality style differences and relational satisfaction. Psychological types were examined using the Myers-Briggs Type Indicator and relational satisfaction was measured by using The Relationship Survey, authored by the researcher.
Research suggests that not all mentor-protégé pairs reach the same levels of satisfaction. Since quality mentoring may be a factor in developing teacher expertise, this discrepancy is a problem of interest to mentor coordinators. The purpose of this study was to examine the relationship between pre-kindergarten through grade 8 (PK-8) teacher mentor-protégé personality style differences and relational satisfaction. Psychological types and mentor theory served as theoretical guides. The research questions examined the association linking mentor and protégé personality style difference to mentor and protégé satisfaction scores. The exploratory correlational design included 46 participants assigned to 31 mentor-protégé pairs who completed the Myers-Briggs Type Indicator (MBTI) and the Relationship Survey (RS) measure of satisfaction. Initial descriptive analyses of RS scores indicated high levels of satisfaction for mentor relationships. MBTI differences for each pair were assessed by summing polar mismatches across the dichotomous MBTI classifications. Pearson correlation analysis revealed that mentor-protégé MBTI differences were not significantly associated with paired RS satisfaction scores. To adjust for skew, RS scores were reduced into dichotomous (High/Low) ratings and chi-square analyses indicated no relationship linking either MBTI differences or mentor-protégé roles with mentoring satisfaction. The study contributes to positive social change by confirming that high level relational satisfaction can be achieved even when personalities differ within a mentor-protégé pair. Based on these results, future research could investigate complementary versus congruent mentor-protégé pairing practices to support optimal personal growth and professional development among new teachers.
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