School-based mentors’ affective commitment to the mentor role: Role clarity, self-efficacy, mentor education and mentor experience as antecedents
Mentors’ commitment to the mentor role is assumed to affect the quality of mentoring. Although studies have examined affective commitment as a potential source of favourable outcomes in work life, not much has been written about mentors’ commitment to their role as mentors. Based on social exchange...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Oxford Brookes University
2015-08-01
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| Series: | International Journal of Evidence Based Coaching and Mentoring |
| Subjects: | |
| Online Access: | https://radar.brookes.ac.uk/radar/file/9e298e6c-3a18-42d9-8b82-1cc75c5fe728/1/vol13issue2-paper-04.pdf |