An assessment of mentors' and beginning teachers' perceptions regarding various mentoring and induction practices
Abstract
This study sought to determine the differences in the mentors' and beginning teachers' perceptions regarding the frequency and influence of various mentoring and induction practices. A secondary purpose of this study is to provide information on the differences in the mentors' and beginning teachers' perceptions regarding the frequency and influence of instructional, psychological and administrative support and how those support systems affects teacher retention. The researcher employed the use of triangulation through a mixed method research design which yielded data from a three-part self-reporting survey and focus group interviews. Data was extracted from 121 elementary, middle and high school beginning teachers and 55 mentors who were employed in Cumberland County during the 2004-2005 school year. Descriptive statistics and an independent t-test were used to determine significant difference. Results of the study indicated that there was a significant difference between mentors' and beginning teachers' perceptions toward instructional, psychological and administrative support provided for beginning teachers. The practices that beginning teachers and mentors viewed as having the greatest impact on their decision to remain in teaching were: (a) common planning, (b) same subject and grade level mentor, and (c) fostering of positive relationships between mentors and beginning teacher. All practices that were indicated as having a significant difference, both groups agreed these practices occurred at least 1-2 times monthly and the lack of their occurrence influenced their decision to remain in the teaching profession beyond the first three years.
Subject Area
Educational administration
Recommended Citation
Alford, Vanessa Mae, "An assessment of mentors' and beginning teachers' perceptions regarding various mentoring and induction practices" (2009). ETD Collection for Fayetteville State University. AAI3406575.
https://digitalcommons.uncfsu.edu/dissertations/AAI3406575