چکیده (انگلیسی):

An essential component to learning and teaching in educational leadership is mentoring graduate
students for successful transition to K-12 and higher education positions. This study integrates
quantitative and qualitative datasets to examine doctoral students’ experiences with mentoring
from macro and micro perspectives. Findings show that students have varied perceptions on what
constitutes quality mentoring and wide-ranging experiences in terms of the quantity and quality
of mentoring experienced. Moreover, findings suggest that the ways students perceive and
experience mentoring is related to their identity factors, especially gender. Findings have
implications for strengthening this essential component of leadership preparation programs; and
thus, recommendations for different strategies, programmatic supports, and structural changes
within university departments and professional organizations are forwarded.