Date of Award

May 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Robert Stupnisky

Abstract

At the Russian School of the Defense Language Institute Foreign Language Center (DLIFLC), new instructors enter a demanding military academic environment that requires rapid adjustment, strong teaching skills, and sustained motivation. This study examined participants’ perceptions of a structured mentorship program and its perceived influence on motivation, teaching confidence, adjustment to the work environment, and professional growth.

Guided by Kram’s Mentorship Theory, the study used a convergent parallel mixed-methods design. Mentors and mentees from the past five years completed an anonymous online survey. A total of 113 of 260 eligible participants completed the quantitative section, and 22 also provided written responses. Quantitative data were analyzed using descriptive statistics and Pearson product-moment correlations, while qualitative data were analyzed thematically.

Participants reported positive perceptions across all areas. The highest ratings were for professional growth, mentor-mentee relationship quality, and confidence gained from methodology workshops. Positive correlations were also found among motivation, adjustment, confidence, and professional growth. In written responses, participants described mentorship as emotional support, practical guidance, help navigating DLIFLC, and a source of belonging and growth.

This study offers a practice-based perspective on mentorship in a specialized military academic setting and informs the development of tools to strengthen mentoring practice.

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