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Author: John Craig
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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Book Description
The purpose of this quantitative study is to investigate the impact of mentoring on new teachers' self-efficacy. In addition, this study investigated the effects of other independent variables such as mentor gender, content area, years of experience, and training on new teacher self-efficacy. Self-efficacy was measured using the Teacher Sense of Efficacy Scale (TSES), developed by Tschannen-Moran and Hoy (2001). Teachers mentored in twenty-three school districts were asked to complete this survey and the demographic information upon completion of the mentoring experience. The results of t-tests, a one-way between-subjects ANOVAs, and a multiple regression were analyzed to determine if there were any significant differences in teachers' self-efficacy perceptions based on their mentor's gender, content area, years of experience, and training. The results showed statistically significant differences in self-efficacy between new teachers with mentors who had the same content area compared to those who did not. There were no statistically significant differences in average self-efficacy found among groups based on mentor gender, years of experience, and training. Finally, while the overall regression model was significant, the results indicated that none of the individual variables were significant predictors of new teacher self-efficacy.
Author: John Craig
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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Book Description
The purpose of this quantitative study is to investigate the impact of mentoring on new teachers' self-efficacy. In addition, this study investigated the effects of other independent variables such as mentor gender, content area, years of experience, and training on new teacher self-efficacy. Self-efficacy was measured using the Teacher Sense of Efficacy Scale (TSES), developed by Tschannen-Moran and Hoy (2001). Teachers mentored in twenty-three school districts were asked to complete this survey and the demographic information upon completion of the mentoring experience. The results of t-tests, a one-way between-subjects ANOVAs, and a multiple regression were analyzed to determine if there were any significant differences in teachers' self-efficacy perceptions based on their mentor's gender, content area, years of experience, and training. The results showed statistically significant differences in self-efficacy between new teachers with mentors who had the same content area compared to those who did not. There were no statistically significant differences in average self-efficacy found among groups based on mentor gender, years of experience, and training. Finally, while the overall regression model was significant, the results indicated that none of the individual variables were significant predictors of new teacher self-efficacy.
Author: Charles O. Rick
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 168
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Book Description
"Traditionally, mentoring has been part of the student teaching experience, however mentors may not receive proper training in mentoring, which ultimately impacts self-efficacy or teacher efficacy of student teachers. This quasi-experimental study investigated the effect of mentor training on teacher efficacy. The survey, Teachers' Sense of Efficacy Scale, was given to student teachers twice during student teaching to measure changes in teacher efficacy. The results showed a moderately high sense of teacher efficacy upon entering student teaching and an even higher sense of teacher efficacy at the conclusion of student teaching. Additionally, the analysis of results indicated training the mentor did not significantly contribute to efficacy changes. The role mentors have in assisting student teachers remains an open question"--Abstract, p. iii.
Author: Emily Peters
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 0
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Book Description
The purpose of this study is to understand how beginning teachers' self-efficacy changes after working with a mentor in Mountain West School District as a response to the problem of increasing teacher attrition rates. Social cognitive theory is used to explain the impacts on beginning teachers' self-efficacy. Using a qualitative phenomenological approach, qualitative data will be collected through focus groups, interviews, and questionnaires from both beginning teachers and their mentors. Themes drawn from this study include mentorship, new learning, teacher support, and self-doubt. Findings illustrate how mentors can provide beginning teachers support for the demands of the teaching profession. The conclusion of this study suggests mentorship as a proposed solution to increasing beginning teacher retention. This study is significant because it offers evidence that beginning teacher self-efficacy changes with support. The implications for future research include how the mentors' level of training impacts beginning teacher self-efficacy.
Author: Anna Mary Walthall Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 270
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Book Description
New teachers leave the profession when they do not feel supported by their local schools and when the challenges of teaching outweigh the rewards. Mentor and induction programs intend to provide new teachers with necessary support to encourage new teachers' growth and retention; however, frequently, these programs fall short in meeting the expected outcomes. As a result, new teachers receive sporadic and surface level supports throughout the year which do not increase their success nor their retention. United Public Schools lost approximately 10% of its teachers last year which resulted in the hiring of over 1,200 new teachers either new to the field of education or new to the district. Local schools provide mentor and induction programs to these teachers which produce varying results. The district's Professional Learning department offers to partner with interested schools to develop teacher leaders serving as Lead Mentors through ongoing pr1ofessional development and implementation support in an effort to strengthen the supports new teachers receive. At the beginning of the study, only 35% of local schools participated in the mentor development program. A group of committed stakeholders formed an action research team to investigate mentor development and determine effective scaffolds to support the implementation process. In addition, the team desired to examine how to utilize action research as a process for addressing problems within the organization. Three research questions guided the study: 1. How does the district's mentor development program impact mentors' beliefs and improve mentors' self-efficacy? 2. What is the relationship between mentors' support and new teachers' perceptions of their mentors' support? 3. What does the action research team learn about investigating problems within the organization as they collaboratively develop and implement the mentor development program? The action research process supported the team in addressing an organizational challenge, and the findings revealed the need for mentors to receive ongoing professional learning and implementation support for providing instructional supports to new teachers. Also, the study revealed the individualized nature of the mentors' transformation as they participated in the program and experienced changes in their self-efficacy and beliefs about mentoring.
Author: Kelly Marzocchi
Publisher:
ISBN:
Category :
Languages : en
Pages : 220
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Book Description
Preparing novice staff through induction programs is essential for teacher retention and student achievement. The purpose of the current research was to determine the impact of teacher participation in a multi-year mentoring program, teachers' years of experience, and school-level taught as they relate to the self-efficacy scores of teachers. A non-experimental design was conducted with data collected through online surveys, voluntarily completed by 110 teachers across grades K-12, from a suburban school district nearby a large metropolitan city in the northeastern United States. The Teachers' Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) was used to measure teacher self-efficacy in the following areas; (1) classroom management, (2) instructional strategies, (3) student engagement, and (4) self-efficacy overall. Independent variables included (1) teachers' years of experience (less than five years, five to fifteen years, more than fifteen years), (2) participation in a multi-year mentoring program (present participant, past participant, non-participant), and (3) school level (elementary school, grades K-6, middle school, grades 7-8, high school, grades 9-12). A three-way ANOVA and multiple regression analyses were utilized to examine the variables. Results showed a significant interaction between years of experience and participation in a multi-year mentoring program. Post hoc main effects showed a significant mean difference between non-participants who taught for five to fifteen years and non-participants who taught for more than fifteen years. Furthermore, a significant mean difference was found between teachers who were non-participants and past participants who have taught for more than fifteen years. Four multiple regression analyses were conducted to examine the relationship between teachers' perceived self-efficacy across various areas and potential predictor variables including total years of experience, participation in a multi-year mentoring program, and school-level taught. The first multiple regression analysis found that the potential predictor variables were not predictors of self-efficacy overall scores. The second multiple regression found that years of experience were a predictor of self-efficacy in classroom management. Self-efficacy in student engagement was not predicted by any variables. School-level was found to be a predictor of self-efficacy in instructional strategies with the model being statistically significant. Findings indicated that teachers who have more years of experience demonstrated scores that showed a higher level of perceived self-efficacy. School districts need to be patient and understand that novice staff requires time in an effort to build on their self-efficacy.
Author: Jennifer Lee Vaughan
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 104
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Book Description
Abstract Supporting and retaining new teachers is an ever-growing challenge faced by school districts across the nation (Anhorn, 2008; Ingersoll & Strong, 2011; Lieberman, Saxl, & Miles, 1988; Lorti, 1975). One way that many schools approach this opportunity to support new teachers is through teacher mentoring programs (Goldrick, 2016; Gray & Gray, 1985; Moody, 2009; Strong & Baron, 2004). As school leaders implement mentoring programs, it is important to know whether the programs are meeting their stated goals (Stufflebeam & Shinkfield, 2007). The purpose of this program evaluation was to look at the perceived influence of a teacher mentoring program upon novice educators within a single hard-to-staff school in an urban neighborhood within a school district in Virginia. Specifically, 10 novice educators were interviewed regarding the influence of the various components and activities of a mentoring program upon their teacher self-efficacy as well as upon their plans for continuing to teach within that school. Interview data revealed teachers felt supported by mentors but the changes in practice and in their own self-efficacy occurred when they observed peers who successfully managed classroom discipline or when they applied strategies learned through induction programs. Interviews also revealed that a mentoring program had little impact upon new teachers’ decisions to remain at a particular school or in a specific school district. Recommendations include ensuring that all new educators—including late hires—receive a mentor, strongly recommending opportunities for peer observations, targeting hard to staff school mentors with coaching and additional training, and providing earlier and more varieties of training opportunities for new teachers in classroom management.
Author: Teri Thomsen
Publisher:
ISBN:
Category : Job shadowing
Languages : en
Pages : 191
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Book Description
This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences. This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy. The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
Author: Theresa M. Bey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
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Book Description
This monograph contains an introduction, a recapitulation, and four papers on the concept of mentoring as an effective component of the induction program. The first paper, "Support for New Teachers" (Sandra J. Odell), develops the idea that a mentor must be an excellent classroom teacher, possess wisdom and skill in listening and questioning, and be facile at conflict resolution. The second paper, "A Definition for Developing Self-Reliance" (Richard S. Kay), defines mentoring as a comprehensive effort toward helping the individual develop self-reliance and personal accountability in a defined environment. The third paper, "Squishy Business" (Leslie L. Huling-Austin), presents a model of mentoring based on three styles: responder, colleague, and instructor. The appropriate style depends on the specific needs of the new teacher, the characteristics of the mentor, and the characteristics of the overall induction program. The fourth paper, "A New Knowledge Base for an Old Practice" (Theresa M. Bey), suggests that mentors be exposed to experiences and information in the areas of mentoring, clinical supervision, coaching, adult development, and interpersonal skills. Lastly, C. Thomas Holmes brings closure to the publication by highlighting the key aspects of each chapter. (JD)
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309497299
Category : Education
Languages : en
Pages : 307
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Book Description
Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
Author: Sally J. Zepeda
Publisher: John Wiley & Sons
ISBN: 1119128277
Category : Education
Languages : en
Pages : 612
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Book Description
An authoritative guide to educational supervision in today’s complex environment The Wiley Handbook of Educational Supervision offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex context of today’s schools. This important resource: Describes supervision in a historical context Includes a review of adult learning and professional community Reviews new teacher preparation and comprehensive induction systems Contains perspectives on administrative feedback, peer coaching and collaboration Presents information on professional development and job-embedding learning Examines policy and implementation challenges in teacher evaluation Written for researchers, policy analysts, school administrators and supervisors, The Wiley Handbook of Educational Supervision draws on concepts, theories and research from other closely related fields of study to enhance and challenge our understanding of educational supervision.
