Program Coordinators' Perceptions of Mentoring Programs and the Success of At-Promise Students in Selected North Carolina Public School Districts
This qualitative study explored the perceptions of mentoring program coordinators on mentoring programs and the success of at-promise students in selected North Carolina elementary, middle, and high schools within the public school districts. The purpose of the study was three-fold: (a) to explore mentoring coordinators' perceptions of mentoring programs and their influence on the academic success of at-promise students, (b) to discover the daily challenges of operating mentoring programs, as perceived by mentoring coordinators, and (c) to discover the strategies mentoring coordinators identify as crucial for successful mentoring programs. There were 14 professional mentoring coordinators from selected North Carolina public school districts who participated in this study. The research questions that guided this study were (a) What are mentoring coordinators perceptions of mentoring programs and their influence on the success of at-promise students? (b) What do mentoring coordinators perceive as the daily challenges of operating a mentoring program? and (c) What strategies do mentoring coordinators identify as effective in implementing mentoring programs? Based on their responses (a) funding and resources and parental involvement emerged as some of challenges of implementing mentoring programs and academic tutoring/reading and math support, camps and extracurricular activities, and effective communication were identified as strategies for effective mentoring programs. It is recommended that this study be replicated using a mixed methods and a meta-analytic approach to include pre-and posttest data to measure the academic success of at-promise students after participating in a mentoring program.
Parker, LaTonya W, "Program Coordinators' Perceptions of Mentoring Programs and the Success of At-Promise Students in Selected North Carolina Public School Districts" (2018). ETD Collection for Fayetteville State University. AAI13872027.