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Preferred Mentoring Characteristics And Doctoral Students’ Research Self-Efficacy, Ashley Johnston
Preferred Mentoring Characteristics And Doctoral Students’ Research Self-Efficacy, Ashley Johnston
Dissertations
Mentoring relationships, even though essential to all aspects of one’s life, are an important part of the educational experience. Levinson (1978) found that it was the most important relationship one could have and vital to those in the early adulthood stage of development. Furthermore, graduate students seek to become better researchers; therefore, research skill development is essential to the graduate school experience. The ability to develop these skills can aid in the ability to identify oneself as a researcher. Using Levinson’s adult development theory and Markus and Nurius’ possible selves theory as the theoretical framework, the goal of this study …
Mentoring, Job Satisfaction, Job Dissatisfaction, And Organizational Commitment Among Graduate Nurses, Abisola Adeyomibo Santos
Mentoring, Job Satisfaction, Job Dissatisfaction, And Organizational Commitment Among Graduate Nurses, Abisola Adeyomibo Santos
Theses & Dissertations
Shortage of bedside nurses has been researched for a long time. Many researchers have referred to different shortage percentages, but the American Nurse Association stated that the shortage of bedside nurses would increase in the range of 29% to 36% by 2020. It is also reported that a large number of newly graduated, newly hired nurses leave within one year as compared to newly hired experienced nurses. The purpose of this correlational study was to evaluate the influence of mentoring, mediating job satisfaction, job dissatisfaction, and, therefore, organizational commitment, on nurses who completed the nurse residency program between January 2010 …
Self-Efficacy And Instructional Leadership: Does Mentoring Make A Difference?, Julie Diane Helber
Self-Efficacy And Instructional Leadership: Does Mentoring Make A Difference?, Julie Diane Helber
Master's Theses and Doctoral Dissertations
The responsibility of principals has shifted significantly over the past few decades. During 1960s and 1970s school leaders were expected to be organizers and managers of schools and to serve as buffers to the organization to protect a weak technical core. Standards-based reform, beginning in the 1980s, was in direct conflict with this mindset. Instead of protecting a weak technical core, school leaders had to focus on instruction guided by standards and demonstrate alignment to such standards. Today, there is an increased attention on academic achievement and accountability in schools (Leithwood, Jantzi, & Steinbach, 1999). Principals are being held responsible …
Why Beginning Teachers Persist In The Profession And The Impact Of Induction And Mentoring, Laurie Catenese, Lee Harper
Why Beginning Teachers Persist In The Profession And The Impact Of Induction And Mentoring, Laurie Catenese, Lee Harper
M.S.Ed. in Educational Leadership Research Projects
With 46% of new teachers leaving the profession within the first five years, many states have mandated induction programs. This study sought to understand what beginning teachers in rural Maine perceive as the greatest factors impacting their persistence in education, and the perceived impact of induction and mentoring on their persistence. A mixed-methods approach yielded findings that indicated the greatest perceived factors are: working with students, collaborating with peers, and administrative support. Induction and mentoring perceptions were both positive and negative. Recommendations are directed at school leaders who must support teachers by providing time for collaboration and networking, and implementing …