Abstract
ABSTRACT Title: Developing the Mentoring Program at Eastern Mediterranean University English Preparatory School in Northern Cyprus Author: Feryal Varanoglulari Thesis Chairperson: Dr. Susan D. Bosher Bilkent University, MA TEFL Program Thesis Committee Members: Dr. Theodore S. Rodgers, Ms. Bena Gul Peker Bilkent University, MA TEFL Program The aim of this study was to investigate the strengths and weaknesses of the Colleague Mentoring Program (CMP) which is currently in its second year at the Eastern Mediterranean University English Preparatory School in Northern Cyprus and to make the suggestions for the development of the activities taking place within the program such as group meetings, interviews and target settings initially intended as an inservice teacher development. The researcher sought answers to the following questions: (a) To what extent have the aims of the program been achieved? (b) What mentorship activities (group meetings, interviews, target settings) are perceived as efficient in operation and most productive for professional growth? (c) What mentorship activities (group meetings, interviews, target settings) are perceived as insufficient in operation and least productive for professional growth? The instruments used in this study were questionnaires administered to 6 mentors and 47 mentees and interviews held with 2 administrators and the current coordinator of the CMP. In addition, the existing target-setting documents were analyzed for the purpose of triangulation.The findings of the study indicated that the aims of the CMP have been achieved to some extent. One of the major strengths of the CMP is that it provides opportunities for collaboration and cooperation among the colleagues at the institution. Another major strength is that the teachers become self-directing and some may even conduct surveys within the institution to make suggestions for the development of the areas which need considerations within the institution. The findings also indicated the strengths of the group meetings which were reported to provide opportunities for mentees to perform group initiated projects. A final finding of the study was about the personal interviews. that were said to provide mentees with personal attention and they did not feel isolated in the big and continuously growing institution. The major deficiencies of the CMP were reported to be related to the frequency of the group meetings, individual meetings and completion of the target settings initiated by the mentees. There are three individual meetings among mentors and mentees in a semester and mentees set two targets to achieve. Considering the results of the group meetings, the administrators and the coordinator prefer that mentees have meetings once a fortnight. However, mentors prefer to have the meetings once a week and for sixty minutes. Mentees prefer to have CM group meetings once a fortnight and for forty minutes as opposed to once a week and for fifty minutes. The administrators and the coordinator seem to agree on the frequency and length of the group meetings, whereas the mentees see it as a shortcoming. Concerning individual meetings the results show that the administrator and the coordinator think that the number of the interview in a semester should be fewer. Mentees would like to have interviews less than three times in asemester, whereas mentors would like to have individual meetings more than three times in a semester. As regards target setting, the results of the mentees and mentors showed that less then half of the mentees and half of the mentors think that the targets set by mentees are achievable. However, according to the administrators and the coordinator the mentees managed to set their targets but the majority of the mentees did not complete their targets. As become apparent from the data that ongoing mentee and mentor training is essential for mentees and mentors to develop certain group meeting skills such as active listening, note taking and using meeting time efficiently. The result of this study indicated that the current CMP has achieved its aims to some extent with the conclusion that some aspects of the program need to be reconsidered again in order to have a more effective mentoring program. Finally, the results of this study will contribute much to the field of mentoring as a teacher development program and may direct us to a new model as the inservice teacher development program based on empowering.
