With a large number of new teachers leaving the profession in their first few years, it is crucial that school districts find ways to support and retain these teachers. Teacher mentoring is not a new concept and it is a growing necessity in the teaching field. Teacher mentoring programs are perceived as an effective staff development approach for beginning teachers. This qualitative single-case study examined the perspectives of beginning teachers who were part of a K-12 school district’s mentoring program. In education, mentoring is a complex, multidimensional process of guiding, teaching, influencing, and supporting new teachers. The functions of the mentor teacher vary according to the needs of the beginning teacher. This study included 15 beginning teachers who had been or were part of the district’s mentoring program. These teachers were in their beginning years of teaching, 0 to 3 years. A questionnaire was sent to 15 teachers for completion to examine their perspectives and determine the effectiveness of the mentoring program. As many teachers are leaving the profession, it is important to devise new support structures to include in mentoring programs. Recommendations for practice improvements and future research are offered.
|Commitee:||Milligan, Charles, Schlichting, Glenn|
|School:||Concordia University Chicago|
|School Location:||United States -- Illinois|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Educational leadership|
|Keywords:||Beginning teacher, Mentoring, Qualitative, Retention, Teacher experience, Teacher induction programs|
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