Dissertation/Thesis Abstract

The impact of mentoring and co-teaching on the motivation of experienced teachers
by Olin, Bradley David, Ed.D., California State University, Long Beach, 2016, 217; 10124780
Abstract (Summary)

When researchers and policy makers look toward teacher issues, the focus is typically on novice teachers who are at considerable risk of leaving the profession prematurely. Without dismissing the importance of these teachers, a crucial population of educators is often overlooked: the experienced teacher. These teachers face many of the same challenges as beginning teachers, and must do so over a long and relatively flat career trajectory. As the state of California looks to recruit a new generation of teachers to meet the demands of a growing population, it would be wise to also look for ways to keep experienced teachers engaged, fresh, and motivated. Research has shown that mentoring and other professional development opportunities can help as a means of giving back to the teaching profession. Thus, policymakers and education leaders have an opportunity to utilize existing teacher training program infrastructure to address multiple challenges with singular programmatic solutions.

The purpose of this cross-sectional survey study was to examine the impact of mentoring and co-teaching within a specialized induction program on the motivation of experienced teachers who served as mentors to beginning teachers while also gaining a glimpse of their interest in participating in a program of this nature. A conceptual framework blending mentoring program assessment and motivation theories guided the development of a survey instrument designed to measure experienced teacher motivation as it relates to their perceptions of the quality of programmatic elements of the induction program. The sample population included 199 mentor-teachers within a large urban California school district, from whom 56 valid responses were recorded. (Abstract shortened by ProQuest.)

Indexing (document details)
Advisor: Haviland, Don
Commitee: Boyd-Batstone, Paul, Quillian, Benjamin F.
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 77/11(E), Dissertation Abstracts International
Subjects: Educational sociology, Educational leadership, Organizational behavior
Keywords: Co-teaching, Mentorship, Motivation, Professional development, Veterans
Publication Number: 10124780
ISBN: 9781339828787
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