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Dissertation/Thesis Abstract

An Exploration of Beginning Teacher Mentoring Models in Virginia and Their Impact on Retention
by Daniels, Nancy J., Ed.D., Regent University, 2021, 124; 28318065
Abstract (Summary)

The purpose of this qualitative, multiple case study research project was to explore the structures of different beginning teacher mentoring models and their effectiveness at retaining new teachers into the next school year. The focus is on the perspective of the program administrators, not on the perspectives of the teachers involved. The cases are different school districts in one demographic area of Virginia. Data were collected from a variety of sources, including interviews, observation, websites, manuals, and reports. Examining these approaches to new teacher mentoring yielded common themes, including program design, selection and training of mentors, support systems, and evaluation of participants, and of the model itself. The cases are presented individually, followed by a cross-case analysis that features the similarities and differences among the programs. The chief difference discovered is the structure of the program on a management level. One district has mentors and mentees reporting directly to the building principal, who interfaces with the district administrator on an as-needed basis. Another uses a middle-management approach whereby the mentors report to a lead mentor within their school, and the lead mentor interfaces with the district administrator. A third district uses a direct approach where the district administrator personally oversees and interacts with every mentor and mentee. New teacher retention statistics are used to reflect on the effectiveness of each case’s mentoring program. Each of the school districts studied retained at least 80% of their beginning teachers into the following school year, which is well above the average discovered in the literature review. The findings are summarized into recommendations for best practices meant to inform school district administrators as they design or fine tune their mentoring programs for beginning teachers.

Indexing (document details)
Advisor: Koonce, Glenn L.
Commitee: Dowd, Nicci, Vaughan, Alan
School: Regent University
Department: School of Education
School Location: United States -- Virginia
Source: DAI-A 82/8(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational administration, Educational leadership, Teacher education
Keywords: Beginning Teacher, Mentoring, Mentorship, Retention
Publication Number: 28318065
ISBN: 9798582514084
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