THE ROLE OF MENTORS IN THE CAREER DEVELOPMENT OF MINISTERS

TIMOTHY JOHN RUNKEL, Purdue University

Abstract

This study sought to investigate the reported benefits and nature of mentoring. Unlike prior studies concentrated in business and academic settings, this study focused on the ministry as an occupation prototypical of all helping professions and as one theoretically based on mentoring. It was hypothesized that mentoring would be positively associated with vocational persistence, satisfaction, performance, the time after seminary, and supportive environments; that subjects would differ by sex and age in mentoring, persistence, satisfaction, performance, and supportiveness of environments; and that subjects with and without mentors would not differ in attitude and scholastic measures taken during seminary. Additional questions explored the nature of the mentor-protege relationships. This investigation employed a group comparison design with longitudinal data and case studies on some subjects. Graduates of an interdenominational seminary were surveyed by mail four years after earning their Master of Divinity degrees. A pretested survey instrument contained open-ended questions, employed the supportiveness subscale from Moos' Work Environment Scale, obtained release of earlier Theological School Inventory scores, and included performance ratings of preaching, studying, leading worship, maintaining devotions, teaching, leadership, administering, training leaders, counseling, nurturing, evangelizing, visitation, and participation in social concerns. Of 123 subjects sent surveys, 67% replied. Of 51 primary mentors identified, 37 were contactable and 81% replied. Objective ratings supported only the hypotheses that mentoring was associated with supportive environments and that subjects with and without mentors did not differ on the specified measures from seminary. Nevertheless, subjective responses attributed considerable importance to mentoring and its absence was generally considered a disadvantage. Proteges were attracted by mentors' experience, valued their social and work activities together, and gained encouragement and realistic expectations. Mentors derived satisfaction from proteges' growth and emphasized different aspects of the relationships than the proteges did. The subjective importance of mentoring suggested that organizations promote its practice. It was recommended that further research focus on quantitative measures of effects attributed to mentoring, specific protege and mentor behaviors, surveys of mentors, and additional occupations and organizations.

Degree

Ph.D.

Subject Area

Academic guidance counseling

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