Education Commons^™

A Qualitative Descriptive Study Exploring The Perceptions Of New Teacher Induction Supports, Tonya Dixon

Electronic Theses and Dissertations

The problem of novice teachers leaving the profession in the first few years of their career represented a global issue and an increased attrition rate. The purpose of this qualitative descriptive study was to explore the perceptions of novice U.S. teachers and effective systemic supports provided to new teachers through the lens of social capital. For this study, the intangible components of social capital emerged through the development and fostering of mentoring relationships in an induction program. The methodology used was a qualitative descriptive study using a survey, interviews, and thematic analysis of the survey and interview data collected. The …

A Phenomenological Study On The Effectiveness Of Induction Programs To Prepare Second- And Third-Year Teachers To Meet The Needs Of All Students After The Covid-19 Pandemic, Mary Henschel

Dissertations

Purpose: The purpose of this phenomenological qualitative descriptive study was to identify and describe how second- and third-year elementary school teachers who participated in induction programs perceived the efficacy of the induction programs in preparing them to design and implement effective instructional programs to meet the needs of all students after the COVID-19 pandemic.

Methodology: This phenomenological qualitative descriptive study explored and described second- and third-year teachers participating in induction programs to learn how the induction programs support new teachers after the COVID-19 pandemic. Using convenience sampling, structured interviews were held with 12 participants from Los Angeles County to learn …

Seeds Of Trust Ripe As Luscious Fruits: Faculty Mentorship Forum At Aga Khan University Medical College, Rehana Rehman, Rahila Ali, Saira Khalid, Tazeen Saeed Ali

Department of Biological & Biomedical Sciences

Background & objective: Faculty members require mentoring in all stages of their professional development. Aga Khan University (AKU) has initiated mentorship programs for students and faculty at AKU Medical College (AKU- MC) and AKU School of Nursing and Midwifery (AKU-SONAM). This study aimed to explore perceptions of mentors, mentees, administrators (chairs, co-chairs, founder members and coordinators of the mentoring program) and leadership and further investigate the strengths and challenges faced by 'Faculty Mentorship Program' at AKU- MC.
Methods: We conducted a qualitative exploratory study from February till December 2021 after approval from AKU using purposive criterion sampling. Mentors, mentees, administrators …

How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache

The Qualitative Report

This phenomenological study involves a unique, longitudinal assessment of the lived experiences of former undergraduate mentors (n=7) in light of their current experiences (i.e., career or advanced schooling). The objective of a phenomenological study is to engage in in-depth probing of a representative number of participants. Specifically, we followed up with graduates of the Nebraska STEM 4U (NE STEM 4U) intervention 3 years post-program, with the overall goal of describing the mentors’ experiences using the lens of their current experiences. This type of longitudinal perspective of mentoring is greatly lacking in the current literature. At the time of the interviews, …

Beginning Teachers’ Experiences Working With A District-Employed Mentor In A North Carolina School District, Kari S. Hobbs Dr., Jennifer Putnam Dr.

Journal of Organizational & Educational Leadership

This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris’s (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews.

Nine beginning teachers participated in the study. Their assignments included elementary (n=4), middle grades (n=2), and high school (n=3). Data collection took place at the end of the school year and included Year 1 and Year 2 teachers. The study uncovered four findings related to these beginning teachers: mentors …