Content Description

Guthrie, Connie Sue. "Basic Descriptive Study of Mentoring Programs in Accredited Christian High Schools, Ed.D., Valdosta State University, 2026." Retrieved from https://hdl.handle.net/10428/7746 The purpose of this qualitative study was to provide practical guidance for educators and school administration on implementing and maintaining effective student mentoring programs within NCSA high schools. This study addressed the problem that while mentoring programs are mandated to support students’ holistic well-being, implementation often reflects compliance rather than intentional relational practice. This study employed a qualitative multiple case study design. Data were collected through interviews, focus groups and observations for the selected schools. Participants represented NCSA-accredited Christian schools of various degrees of functioning mentoring programs. Findings from collected data revealed that the most effective mentoring programs were mission driven rather than accreditation driven. Schools with successful programs viewed mentoring as a natural extension of their commitment to discipleship, community, and whole child development. The study also found that mentoring programs play a critical role in addressing post-pandemic challenges related to students’ social skills, communication, and future orientation. Consistent with existing literature, mentoring supported goal setting, fostered hopefulness, and helped students navigate academic and personal challenges. Overall, the findings suggest that when mentoring programs are intentionally designed, mission aligned, and relationally focused, they not only meet accreditation expectations but also strengthen school culture and student well-being. This study contributes practical insights for school administration seeking to move mentoring programs beyond compliance toward sustainable and transformative practice.

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Deposit

Provenance

Guthrie, Connie via ProQuest

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No