Candidates who pursue a Doctor of Education (EdD) often have a unique set of challenges as these candidates typically hold professional leadership roles in schools, districts, or organizations while taking courses and completing a dissertation. EdD candidates may benefit from participating in a mentoring relationship to gain social, emotional, academic, and career readiness support. In this paper, we explore perceptions of an EdD mentoring program related to sustainability, networking, and expected outcomes of their current mentoring opportunities. Perceptions of mentors’ and mentees’ self-efficacy, readiness, and progress are also studied in order to better support candidates in completing the doctoral program.

寻求教育博士（EdD）的候选人通常面临一系列独特的挑战，因为这些候选人通常在上课并完成论文时在学校，地区或组织中担任专业领导职务。EdD候选人可以通过参加指导关系而受益，以获得社会，情感，学术和职业准备方面的支持。在本文中，我们探讨了与可持续性，网络以及其当前指导机会的预期结果有关的EdD指导计划的看法。为了更好地支持应聘者完成博士课程，还研究了对导师和受训者的自我效能感，准备能力和进步的看法。