Factors influencing the willingness to mentor 1st‐year faculty in physical education departments

Abstract

This study of mentoring 1st‐year faculty in physical education departments focused on individual reasons for mentoring and organizational factors inhibiting or facilitating mentoring. A phenomenological research design was used to examine the mentoring relationship between 1st‐year faculty and physical education department Chairs (N = 5), and a constant comparative analysis of personal portraits provided themes and categories. Results illustrate the need for department Chairs to initiate the mentoring relationship with 1st‐year faculty, provide department orientation programs, schedule regular meetings, and encourage interdisciplinary efforts within and outside the department.