Hill, Lynn T.2014-03-142014-03-141994-04-05etd-01242009-063105http://hdl.handle.net/10919/40731This study examined the partnerships of three mentor/protege teacher dyads in early childhood education. Particular attention was paid to the impact of the relationship on the job satisfaction and teaching practices of the participants. Quantitative data were gathered through the Early Childhood Job Satisfaction Survey and through the Teaching Practices Observation Scale. Qualitative data were gathered through the use of in-depth interviews and teacher journals. Findings support the conclusion that mentoring partnerships can provide for enhanced professional development for all participants when a strong personal connection can be forged. Strategies for effective mentoring programs are suggested.v, 115 leavesBTDapplication/pdfenIn CopyrightLD5655.V855 1994.H553Early childhood teachers -- In-service training -- Case studiesMentoring in education -- Case studiesThesishttp://scholar.lib.vt.edu/theses/available/etd-01242009-063105/