An Evaluation of Novice Teachersâ Perceptions of the Mentoring Experience in Knox County Schools PDF Download
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Languages : en
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Teacher retention is a growing problem in the 21st century. Many veterans teachers are reaching retirement age and there are increasing numbers of new teachers entering school systems. School administrators across the state of Tennessee realize that there is a significant number of beginning teachers who are leaving the teaching profession within the first 3 to 5 years of their teaching careers. Beginning teachers are being surveyed to determine why many leave the profession. After gathering input from beginning teachers across Tennessee, school officials began to develop teacher mentoring programs designed to retain beginning teachers. The purpose of this quantitative study is to evaluate the effectiveness of the Knox County Schools systemâs teacher mentoring program, New Teacher Induction (NTI), for beginning teachers. The participants in this study were novice teachers (with 1 to 3 years of teaching experience). Two hundred novice teachers were invited to participate. Thirty-eight (19%) participants responded to the first survey. Efforts were made to increase the response rate through reminder emails. Reminders emails were sent 3 times. Hard copies of the participant letter and survey instrument were mailed to the novice teacher group during the 2nd data collection to increase the participant responses. Thirty-one responses were collected during the second data collection. Sixty-nine (34%) teachers participated in this study. Findings of the study are congruent with the literature in terms of perceptions of beginning teachers regarding the effectiveness of their mentoring experience and recommendations for enhancing mentoring programs. Most of the novice teachers indicated that their mentoring experience was successful. Many of the novice teachers also said that they attribute their decision to return to their school the following year to their successful mentoring experience.
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Languages : en
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Book Description
Teacher retention is a growing problem in the 21st century. Many veterans teachers are reaching retirement age and there are increasing numbers of new teachers entering school systems. School administrators across the state of Tennessee realize that there is a significant number of beginning teachers who are leaving the teaching profession within the first 3 to 5 years of their teaching careers. Beginning teachers are being surveyed to determine why many leave the profession. After gathering input from beginning teachers across Tennessee, school officials began to develop teacher mentoring programs designed to retain beginning teachers. The purpose of this quantitative study is to evaluate the effectiveness of the Knox County Schools systemâs teacher mentoring program, New Teacher Induction (NTI), for beginning teachers. The participants in this study were novice teachers (with 1 to 3 years of teaching experience). Two hundred novice teachers were invited to participate. Thirty-eight (19%) participants responded to the first survey. Efforts were made to increase the response rate through reminder emails. Reminders emails were sent 3 times. Hard copies of the participant letter and survey instrument were mailed to the novice teacher group during the 2nd data collection to increase the participant responses. Thirty-one responses were collected during the second data collection. Sixty-nine (34%) teachers participated in this study. Findings of the study are congruent with the literature in terms of perceptions of beginning teachers regarding the effectiveness of their mentoring experience and recommendations for enhancing mentoring programs. Most of the novice teachers indicated that their mentoring experience was successful. Many of the novice teachers also said that they attribute their decision to return to their school the following year to their successful mentoring experience.
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Languages : en
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Teachers, especially beginning teachers, continue a trend of leaving the profession at alarming rates within the first 5 years resulting in excessive costs to school systems and diminished instructional quality. Some programs, however, have shown impressive results. The purpose of this qualitative study, using an emerging interview process, was to examine the perceptions of beginning teachers in their 1st or 2nd year and those of veteran 3- to 5-year teachers regarding the effectiveness of mentoring and other guidance they received as beginning teachers in a secondary school and to understand their vision of how mentoring should be structured for beginning teachers. Specifically, the study addressed satisfaction with 1st year experiences specially designed to support the personal and professional well-being of beginning teachers. The study included 8 beginning teachers, 7 of whom had received mentoring in their first year of teaching and 1 who had received no mentoring and 13 veteran teachers, 7 of whom had received mentoring in their first year of teaching and 6 who had received no mentoring. The study was conducted in a secondary school in rural East Tennessee. Findings of the study are congruent with the literature in terms of perceptions of both beginning and veteran teachers regarding effectiveness of their mentoring experiences and recommendations for enhancing mentoring programs. Most beginning and veteran teachers indicated that mentoring could be helpful given certain conditions such as motivational support, encouraging communication, routine guidance in day-to-day school operations and mentor/mentee compatibility. Some said they felt that their own mentoring experiences actually helped them to remain in the profession. However, obstacles to effective mentoring such as lack of adequate time, lack of physical mentor/mentee proximity, lack of mentor interest in the process, and lack of mentoring skills were identified. Recommendations of beginning and veteran.
Author: Cynthia Bolton Watts
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Category : Mentoring in education
Languages : en
Pages : 256
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Author: Larry L. Haynes
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Category : First year teachers
Languages : en
Pages : 242
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Languages : en
Pages : 37
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Author: Jerry Kay Simon
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Category :
Languages : en
Pages : 524
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Languages : en
Pages : 932
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"The focus of this research is to shed light on novice teachers' experience mentoring programs. The primary research concern is how non-tenured, novice public school teachers in their first three years of service describe their experience with mentoring programs. Two secondary questions were addressed: does participation in a mentoring program affect teacher retention? And, what are the factors that contribute to the attrition and retention rates of new teachers? The mentoring experience of novice teachers was analyzed. By employing qualitative methods, both survey and interview, the description of the novice teachers' experience was extrapolated and studied. Grounded theory was used to analyze the data derived from the research and to report the findings of this study. Seven major findings arose out of the methodological triangulation of the data from the review of related literature, questionnaire results and interview analysis including: both sit-down talks and the feedback they generate and coaching novice teachers in writing effective lesson plans that ensure all students access to the learning are important components of a quality mentoring program; teacher observation is a universal phenomenon in the beginning years of teaching but should only be one of multiple components in measuring a teacher's effectiveness; student success and academic achievement is affected by a teacher's involvement in an induction program; a novice teacher's success is positively impacted by participation in a comprehensive induction program; research indicates that mentoring new teachers has a positive effect on teacher retention and finally many factors lead to teacher retention and attrition including preparation, administrative support, working conditions, collegial support and socialization into the school culture, mentoring and induction programs, and salary and compensation." --
Author: Jennifer Lee Vaughan
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Category : First year teachers
Languages : en
Pages : 104
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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: Diane M. Greco
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Category : First year teachers
Languages : en
Pages : 106
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This study observed the process of mentoring novice teachers to explore how mentoring can intervene and influence novices' beliefs and confidence regarding students and teaching practices. The novice teachers' perceptions of the strengths and weaknesses of mentoring were recorded as well as the experiences mentors and novice teachers found most beneficial in the goal of moving teachers closer to the definition of a highly competent instructional leader. The participants were 18 women who are current teachers within the archdiocese of a large city in the Eastern United States. The data for this study included three main sources of information; a survey of mentor, novice teachers, and principals, an interview with novice teachers, and a focus group with mentor and novice teachers. Data analysis consisted of coding the data organizing the data, generating themes, and testing the understanding against the data. Data that indicated that novices, mentors, and principals agreed that it was most important in the mentoring process for effective supervision to model empathy and caring. The desire and importance of administrative support was discussed as an area needing improvement. Another responsibility for the mentoring relationship rested on the ability of the novice and mentor teachers to initiate conversation and fill out the framework within the guidelines of the induction program. Regarding how mentor teachers perceived the effectiveness of the mentoring/induction program, all participants agreed that the program was essential but had specific concerns about its implementation. They believed that the structure did not allow for sufficient meeting time and most teachers appreciated and found that the aspect of having the time to meet and share experiences with teachers in similar situations would be more helpful than the overview they received. Novices were positive and willing to make changes and adjustments in instructional practices. Mentors were a needed sounding board and novices and mentors both benefitted from sharing ideas and putting those ideas into practice. The novice teachers relied on the experience of their mentor teachers to help them adjust to their independent teaching experience. They welcomed the opportunities to continually learn from each other.
Author: Cenira Holcomb
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ISBN: 9781109866780
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Languages : en
Pages : 180
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Obtaining Institutional Review Board approval, the researcher contacted middle school principals to attain administrative support for the study. Novice and mentor middle school teachers alike were then contacted via postal mail requesting their participation. Concerted efforts were made to secure mentor---mentee participation.
