Paired for Success: Enhancing the Teacher Residency Experience Through Intentional Mentor-Mentee Matching
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examines the influence of personality-based matching in mentor-mentee pairings within a teacher residency program. Using the Big Five Personality traits, we investigated whether personality similarity and perceived similarity within mentor teacher (MT) and teacher resident (TR) dyads are associated with satisfaction in the mentoring partnership. Findings indicate that perceived similarity significantly enhances satisfaction, and when MT-TR pairs share at least one dominant Big Five personality trait, satisfaction with the match further increases. In addition, TRs report higher satisfaction when paired with MTs whose dominant personality trait is agreeableness, characterized by interpersonal warmth and collaboration. These results underscore the importance of considering personality traits in formal matching processes, providing actionable insights for residency program administrators. Intentional personality-based pairings may enhance the quality of mentoring relationships, fostering greater collaboration, communication, and support, contributing to improved mentoring outcomes and teacher development.
Source: Journal of Teacher Education
Authors: Laura Eicher, Virginia Clark, Christy Brown
Institution: Clemson University
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4413525007