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The Impact Of Teacher Mentoring On Novice Educator Retention In High Poverty Schools, Gabriel D. Jackson

Theses and Dissertations from 2019

Retaining novice teachers in today’s educational system is proving to be extremely difficult. In schools of poverty, this challenge is much more difficult. The purpose of this qualitative study was to examine the effectiveness of a district-mandated teacher mentoring program in a Central Arkansas School District in regards to skills, dispositions, and retention. Eight novice teachers who work in high poverty schools were interviewed as part of this study. Through transcription and analysis, themes were established to gain a clear understanding of the novice teachers’ thoughts and perceptions of the teacher mentoring program. The results indicated a strong presence of …

Mentor Preparation: A Qualitative Study Of Stem Master Teacher Professional Development, Heather Lynn Click-Cuellar

Open Access Theses & Dissertations

The No Child Left Behind Act of 2001 has required districts to staff all classrooms with highly qualified teachers. Yet, retaining certified teachers in the profession has been a national concern, especially among new teachers who leave at alarming rates within their first three years. This comes at a heavy cost to districts financially and in trying to maintain highly qualified status, but also to the continuity and effective education of students. Mentoring has been identified by many researchers as a plausible solution to reducing attrition rates for beginning teachers.

In this Dissertation, I conducted qualitative research to explore and …

Teachers' Sense Of Professional Practices As A Result Of Mentoring, Leadriane L. Roby

Dissertations

Formal mentoring programs focus on the probationary period of new teachers. Providing teachers with mentoring support during the initial years of teaching requires significant commitment and investment from school districts, mentors, and new teachers. Numerous studies argue the merits of mentoring programs, yet the research has been less clear about what happens once mentoring support has ended. The purpose of this study was to explore how mentored teachers, those beyond the formal mentoring experience, created sense and meaning of their teaching roles and developed professional practices after participation in a mentoring program.

There is an assumption that there is a …

The Principal's Role In Teacher Retention, Sametra Danyal Chisolm

Dissertations

As efforts are made to identify factors contributing to teachers leaving or staying in the teaching profession, teacher retention continues to pose a challenge for school administrators. Factors such as principal behaviors, principal leadership, school climate/teacher morale, professional development opportunities, and teacher mentoring programs seem to positively impact teachers' decisions to remain in the profession.

The purpose of this study was to gather data to determine whether principal behaviors, principal leadership, school climate/teacher morale, professional development opportunities, and teacher mentoring programs affect teacher retention. A questionnaire, adapted from the Mecklenburg Citizens for Public Education (formally Charlotte Advocates for Education) research …

Induction And Peer Coaching Programs In A Middle School Setting, Shanti Ladawn Howard

Dissertations

While almost half of new teachers engage in some type of induction program, many programs only offer superficial types of assistance including district-wide orientations, periodic workshops, or instruction in classroom management (Gold, 1996). Some induction programs sponsored by the state institute an evaluation process that applies formulaic criteria for defining teaching behaviors to assess new teacher performances (Darling-Hammond et al., 1999). In the continued search for school improvement, there was a need to propose another option in staff development, e.g., peer coaching.

Peer coaching was examined because induction programs did not attend to the individual needs of alternatively certified teachers. …