The purpose of the study of the mentoring/professional development program within the teaching profession was to determine the extent and perceived value of the existing formal mentoring program in the Fort Zumwalt School District. The study found that the district's mentoring and professional development program for new teachers is effective as perceived by both beginning teachers and their administrators.
The instrument used in this study was a survey designed by the District and distributed to beginning teachers who finished their first year of teaching and the formal mentor program during the 2002-2003 through the 2006-2007 school years. Surveys were filled out by new teachers at the last mentoring/professional development training session at the end of their first year.
The survey results obtained were analyzed statistically by using Likert scores and the Chi-Square test. It can be concluded that: (a) beginning teachers have the need and desire for a mentor, professional development plan and induction program; (b) the majority of beginning teachers perceived the formal mentoring and professional development program was "very beneficial" to their individual growth as a teacher; and (c) the person in the position of mentor made a significant difference in the success of the beginning teacher's first year teaching.
As a result of this study's information, the formal mentoring program/professional development plan for beginning teachers in the Fort Zumwalt School District was perceived to be effective for beginning teachers.
|Commitee:||Evans, James, Floyd, Jackie, Higgins, Larry, Matthews, Larry, Stewart, Terry, Weitzel, Jann|
|School Location:||United States -- Missouri|
|Source:||DAI-A 70/09, Dissertation Abstracts International|
|Subjects:||School administration, Teacher education|
|Keywords:||Beginning teachers, Mentor programs, Mentoring, Professional development, School district|
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