Evaluation of the Impact of Effective Mentoring on Teacher Retention. Lily Benson-Jaja, 2010: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. ERIC Descriptors: Beginning Teacher Induction, Teacher Attrition, Teacher Induction, Teacher Turnover.
This applied dissertation was designed to evaluate the effectiveness of a Teacher Mentoring Program in an elementary school in southeast Georgia. Teacher retention was an issue at the school. The study determined what aspects of the mentoring program were beneficial to the mentors and mentees and the extent to which the mentoring program impacted teacher retention.
Participants included teachers and mentors who participated in the mentoring program from the 2006 to 2008 school years. A mixed-methods approach, which included online surveys, face-to-face interviews, and a focus group, was used for this summative evaluation. Questions focused on the components of the mentoring program, needs of the new teachers, support received, support strategies, and mentoring relationships. Part of the framework of the study was established through literature reviews that included an investigation of several statewide programs to study the components of induction programs and best practices. An analysis of the data was carried out and findings will assist decision makers in determining whether changes are necessary to improve the mentoring program to meet the needs better of mentors and new teachers.
The results of the evaluation indicated that regardless of teaching experience, teachers have different levels of needs. The results also indicated that teachers' needs should be met in order to retain them. In addition, results indicated that some support strategies used to help beginning teachers included (a) administrative support and support from colleagues; (b) professional growth; and (c) modeling, observation, and feedback. The results of the evaluation indicated mentoring did not have a strong impact on teacher retention. The study concluded that, first, the most beneficial components of the Teacher Mentoring Program were (a) support from colleagues, (b) observation of veteran teachers by new teachers at target site, and (c) professional development. Second, new teachers and mentors indicated that mentoring enhanced their professional growth. Third, the study established that some of the mentors were not trained. In addition, they were not matched according to grade levels and did not have time to meet with their mentees. Fourth, the majority of the new teachers in this study were dissatisfied with their mentors and the mentoring relationship lacked trust. Fifth, mentoring played a role in teachers' retention but mentoring alone did not impact the decision of study participants to remain in the school.
As a result of the evaluation, it is recommended that mentors should be trained and matched to mentees who are on the same grade level and in the same subject areas. In addition, both mentors and mentees should have a time set aside for mentoring each week.
|Advisor:||Griffin, Sharon D.|
|School:||Nova Southeastern University|
|School Location:||United States -- Florida|
|Source:||DAI-A 72/09, Dissertation Abstracts International|
|Subjects:||School Administration, School administration, Elementary education, Teacher education|
|Keywords:||Beginning teacher induction, Mentoring, Retention, Teacher attrition, Teacher induction, Teacher turnover|
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