Graduate Studies

 

First Advisor

Rhonda J. Fuelberth

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Music (Music Education)

Date of this Version

5-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska for the degree of Doctor of Philosophy

Major: Music (Music Education)

Under the supervision of Professor Rhonda J. Fuelberth

Lincoln, Nebraska, May 2024

Comments

Copyright 2024, Emily Marie Chapman. Used by permission

Abstract

This mixed methods study examined factors influencing practicing educators' decisions to mentor preservice teachers in Nebraska. Guided by Expectancy-Value-Cost Theory, the study utilized a sequential explanatory design, integrating a quantitative survey design and qualitative phenomenological interview. Findings indicated that educators' belief in their mentoring ability or Expectancy-Ability Belief (EAB) significantly predicted their willingness to mentor, with PK-12 music educators exhibiting higher EAB scores than elementary or high school music educators. Qualitative insights highlighted reciprocal benefits of mentoring, such as skill development and professional growth. The impact of the COVID-19 Public Health Emergency on mentoring experiences varied among participants. Recommendations included fostering collaborative relationships between music teacher education programs and educators to enhance mentorship experiences and promote retention. This study underscores the importance of supportive environments for effective mentorship, benefiting all stakeholders in music education.

Advisor: Rhonda J. Fuelberth

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