International Association of Educators   |  ISSN: 1308-9501
International Journal of Educational Researchers
International Association of Educators

Original article | International Journal of Educational Researchers 2010, Vol. 1(3) 31-42

The Effects of Cultural Values on the Quality of Mentoring Relationship

Soheyda Gokturk & Hasan Arslan

pp. 31 - 42   |  Manu. Number: ijers.2010.010

Published online: December 01, 2010  |   Number of Views: 201  |  Number of Download: 750

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Abstract

The literature highlights the effects of parties’gender on the satisfaction of mentoring relationship. However, little is known whether or not cultural values associated with sex roles would affect protege’s preference of mentors’gender, and their satisfaction from the mentoring process. To fill this gap, the researchers examined the amount of variance explained by cultural values related to sex roles on these aforementioned variables. The analysis of 155 student teachers of a large size metropolitan university in Turkey yielded that student teacher proteges with masculine value orientations had a tendency to prefer male rather than female teacher mentor. In addition, protege’s perceived level of satisfaction from the mentoring was significantly predicted by the protege’s level of masculine value orientation. Implications were made regarding current protege-mentor pairing practice in teacher education programs in Turkey.

Keywords: Mentoring, teacher education, protege -mentor pairing, masculine value orientation.

How to Cite this Article?

APA 6th edition
Gokturk, S. & Arslan, H. (2010). The Effects of Cultural Values on the Quality of Mentoring Relationship. International Journal of Educational Researchers, 1(3), 31-42.

Harvard
Gokturk, S. and Arslan, H. (2010). The Effects of Cultural Values on the Quality of Mentoring Relationship. International Journal of Educational Researchers, 1(3), pp. 31-42.

Chicago 16th edition
Gokturk, Soheyda and Hasan Arslan (2010). "The Effects of Cultural Values on the Quality of Mentoring Relationship". International Journal of Educational Researchers 1 (3):31-42.

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