Perceptions of Mentors and Teachers of "The Change A Life Mentoring Program" as it Relates to Student Behavior and Academic Growth
This study examined the perceptions of mentors and teachers of "The Change-A-Life Mentoring Program" in the areas of student behavior and academic growth. The rationale for the study was to identify recurring themes that reflect the reported perceptions of the mentors and teachers. The research interview protocol examined components of the mentoring program implementation methods, mentor and teacher perceptions of the mentoring program. The data displayed student behavior, academic growth as well as recurring themes. The results revealed that school leaders can more effectively meet the needs of their students by effectively sharing the impact that the district mentoring program has on student behavior and academic growth with the community. The following implications for change were derived from the research study: (a) invite a variety of businesses to events so they can hear about and consistently be involved with the positive affects the district is having on students through becoming a mentor at all levels of school aged students (K-12). (b) have district wide collaboration meetings at least twice a year (Fall and Spring) to brainstorm ideas and add them to a Google Doc Form to share academic and behavioral strategies and ways of communicating compliments as well as issues with students, (c) create an incentive system for mentors and students to be rewarded and recognized, and (d) provide opportunities on a district level for mentors and mentees to meet outside of the school with parents, members of the mentoring program and city officials to show the importance of mentoring.
Educational sociology|Educational leadership|School counseling
Byrant, Patrinia Michelle, "Perceptions of Mentors and Teachers of "The Change A Life Mentoring Program" as it Relates to Student Behavior and Academic Growth" (2018). ETD Collection for Fayetteville State University. AAI10991765.