Perceptions of early career choral music educators and mentors toward effective mentoring practices
The purpose of this study was to assess the mentoring practices, both formal (initiated by a third party) and informal (initiated by either side of the mentorship) of secondary choral educators within the state of Texas by quantifying the frequency of both music-related and non-music-related assistance and the perceived importance of these skills to mentees and their mentors. In the area of perceived importance, mentees and mentors—whether formal or informal—perceived the same number of non-music related skills (60%) as important. Moreover, mentees in informal mentorships received assistance in areas they believed were important to their teaching 60% of the time while mentees in formal mentorships found their perceived importance aligned with assistance given only 20% of the time. When it came to the perceived importance of music-related assistance, mentees in informal mentorships aligned with their mentors approximately 63% of the time while mentees in formal mentorships saw a 44% alignment. Furthermore, mentees in informal mentorships received assistance in music-related areas that were important to their teaching 44% of the time while formal mentors experienced a 15% alignment.