Impact of Mentoring on K-12 Beginning Teachers' Efficacy and Commitment PDF Download
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Author: Sandra Mozdzanowski
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 229
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Book Description
Despite a growing body of literature on the needs of beginning teachers, little is known about the impact of mentoring on K-12 beginning teachers' efficacy and commitment to teaching, and why beginning teachers in special education received less mentoring than their counterparts in general education. This qualitative phenomenological study compared the experiences of nine beginning teachers in general education and special education, factors within the school (e.g., principal, mentor coordinator, mentor), and characteristics of the teaching assignment. The central question was: What are the experiences of K-12 beginning teachers who receive mentoring? The sample consisted of 22 participants (9 teachers, 8 mentors, 4 principals, and a mentor coordinator). Data were collected from interviews, observations, a focus group, and site documents. Three themes emerged through the use of thematic analysis proposed by Moustakas (1994). The themes were: (a) beginning teachers require molding and shaping to impact school culture; (b) beginning teachers imitate to replicate school culture; and (c) a mindset of support impacts school culture. The central question and 6 sub-questions were answered thematically from the participants' perspectives. Textural and structural descriptions were integrated, which resulted in the essence of participants' experiences: The flow effect: A culture of reciprocity.
Author: Sandra Mozdzanowski
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 229
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Book Description
Despite a growing body of literature on the needs of beginning teachers, little is known about the impact of mentoring on K-12 beginning teachers' efficacy and commitment to teaching, and why beginning teachers in special education received less mentoring than their counterparts in general education. This qualitative phenomenological study compared the experiences of nine beginning teachers in general education and special education, factors within the school (e.g., principal, mentor coordinator, mentor), and characteristics of the teaching assignment. The central question was: What are the experiences of K-12 beginning teachers who receive mentoring? The sample consisted of 22 participants (9 teachers, 8 mentors, 4 principals, and a mentor coordinator). Data were collected from interviews, observations, a focus group, and site documents. Three themes emerged through the use of thematic analysis proposed by Moustakas (1994). The themes were: (a) beginning teachers require molding and shaping to impact school culture; (b) beginning teachers imitate to replicate school culture; and (c) a mindset of support impacts school culture. The central question and 6 sub-questions were answered thematically from the participants' perspectives. Textural and structural descriptions were integrated, which resulted in the essence of participants' experiences: The flow effect: A culture of reciprocity.
Author: Brett M. James
Publisher:
ISBN:
Category :
Languages : en
Pages : 85
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Book Description
This quantitative study examined the overall satisfaction of novice teachers within the first year of teaching by providing guidance through a veteran or more experienced teacher who served as a mentor. Study findings offered educators an awareness of teacher mentor program efficacy in a rural Southern United States school district. Through an examination of the state of Georgia's current mentor teacher program and prior analyses of this policy, this study provided information on current practices common throughout Georgia and other states. A portion of this study focused on the dilemma of teacher attrition and current state and national statistics. With a significant portion of school system funds being lost each year due to the loss of novice teachers, it was determined professional development programs needed to be re-evaluated to increase retention. Additionally, teacher satisfaction and long-term commitment were not positively or negatively impacted by participation in a formal mentoring program.
Author: James Davis
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages :
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Book Description
This dissertation was a quantitative, correlational study that examined the impact of the mentor component of a mentor-based induction program on three factors of new teacher development and support. The focus of this study was on beginning teachers participating in a district-supported mentoring program designed to support and acclimate teachers to the role of professional teacher as well as to support and acclimate teachers to the policies, procedures, and culture of the district. A convenience sample totaling 130 teachers at a large urban school district in southeast Georgia participated in this study. The participants represented varied levels of degree completion, grade levels taught, and ages of teacher. These teachers voluntarily completed the Teacher Efficacy, Perception of Mentor, and Commitment Survey, which consisted of three sections that focused on each of the three focal factors outlined in this research. The survey included a combination of multiple choice items and Likert-scale responses taken from the Georgia State Induction Phase Teacher Survey and the Teachers' Sense of Efficacy Scale. Descriptive statistics were used to describe the sample's demographics, questionnaire items, and scale scores. Findings indicated no statistically significant relationship between the teachers' perceptions of their mentors and their commitment to teaching. There was, however, a small, but statistically significant, positive relationship between teachers' perceived teaching self-efficacies and their commitment to teaching.
Author: Tina H. Boogren
Publisher: Solution Tree Press
ISBN: 0983815240
Category : Education
Languages : en
Pages : 120
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Book Description
Give new teachers the time and professional guidance they need to become expert teachers. Investigate key research, and examine the four types of support—physical, emotional, instructional, and institutional—that are crucial during a teacher’s first year in the classroom. Discover essential strategies for K–12 mentors, coaches, and school leaders to develop an effective mentoring program schoolwide.
Author: Benjamin Kutsyuruba
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 368
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Book Description
This volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or proteges and mentors in K-12 school settings. At its core, mentoring is about helping, advising, supporting, and guiding mentees and proteges to gain a wide variety of skills, abilities, and/or attributes. Another outcome of mentoring, less often discussed, is the positive impact it can have on the mental health and wellbeing of both the mentor and mentee. Of particular interest for this edited volume is how mentoring can promote mental health, build resilience, and develop capacity to maintain and sustain emotional, psychological, and social wellbeing for all in the K-12 school settings. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement. This edited volume expands and adds to the existing literature on mentoring in schools, by offering a collection of works that examine the connection between mentorship and wellbeing. This volume includes chapters that describe effective mentoring for wellbeing, detail positive approaches to mentoring youth, offer recommendations for growing the wellbeing of pre-service teachers, early career teachers, and mid-late career teachers, illustrate approaches to growing a community of educators through mentoring and developing teacher leaders as agents of change and facilitators of wellbeing, and discuss studies and models for nurturing and promoting wellbeing among and through school leaders in national and international settings. Through these chapters, authors advocate for greater attention to how to support and nurture wellbeing as central to mentorship efforts in K-12 school settings. ENDORSEMENTS: "Mentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors’ support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work." — Carol A. Mullen, Virginia Tech "Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals." — Andrew J. Hobson, University of Brighton, UK
Author: Susan Myers
Publisher: Springer Science & Business Media
ISBN: 9460918700
Category : Education
Languages : en
Pages : 267
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Book Description
This book provides practitioners, researchers, and those involved in mentoring activities insight into varying types of mentoring. It covers aspects of mentoring with preservice teachers, K-12 practitioners, academia, and professionals in public and private sectors. Other areas not typically covered include service learning, faculty and graduate student writing and research groups, undergraduate and graduate student mentoring groups, online programs for alternatively certified teachers, formal mentoring programs for marginalized and underrepresented populations, academic mentoring for tenured faculty, and mentoring support for administrators at all levels! A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level. A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level.
Author: Linda J. Searby
Publisher: IAP
ISBN: 1681233002
Category : Education
Languages : en
Pages : 348
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Book Description
Mentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012). The prevalence of mentoring has resulted in the mindset that “everyone thinks they know what mentoring is, and there is an intuitive belief that mentoring works” (Eby, Rhodes, & Allen, 2010, p. 7). How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P?12 contexts. This book is the sixth in the Mentoring Perspectives Series, edited by Dr. Frances Kochan former Dean of the College of Education at Auburn University. This latest book in the series, co?edited by Linda J. Searby and Susan K. Brondyk, brings together reports of recent research on mentoring in K?12 settings for new teachers and new principals. The book has already garnered accolades from mentoring experts: "You will want to add this high?quality volume on mentoring to your library! What a terrific resource for teachers, leaders, administrators, and mentoring scholars alike. Having first?hand knowledge of mentoring practices and programs for P?12 teachers and administrators can help with the national need to retain teachers and principals through such means as excellent, proven methods, programs, and processes of mentoring" ~ Carol A. Mullen, Educational Leadership Professor, Virginia Tech, U.S. Fulbright Scholar; Kappa Delta Pi Presidential Commissioner "This volume, Best Practices in Mentoring for Teacher and Leader Development, forwards principles of effective mentoring, including the role and importance of talk in mentoring, using tools that make mentoring talk more purposeful, analyzing practice, involving mentors in opportunities to share their practice, providing space for mentees to have a voice in mentoring conversations, and promoting learning at all levels as part of instructional leadership in schools. Much research is still needed to build a sense of urgency that mentoring can matter, and ideas promoted within this book can contribute to this important conversation." ~ Randi Nevins Stanulis, Professor, Department of Teacher Education, Michigan State University, and Director of Launch into Teaching. "This book is a huge first step in a field where best practices have not yet been agreed upon, and it is sure to be a leading voice in research on teacher and principal mentoring. As such, this book helps to bring together a variety of beliefs, evidence, and practices in teacher and principal mentoring, and gives a clear pathway for others trying to establish best practices in their mentoring fields. For those in the K?12 fields, and in all mentoring practices, this is a thought?provoking, must?read." ~ Nora Domínguez, International Mentoring Association, President and CEO
Author: Judy E. Jackson Palmer
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 114
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Book Description
Author's abstract: The needs of beginning teachers have been addressed both on the state and national level because of increasing concerns about teacher quality and teacher shortage problems. Schools experience high rates of attrition for beginning teachers, more than forty percent in the first five years of teaching. Within the next decade, school districts will have to hire a large number of teachers for grades k-12. The traditional sink-or-swim induction of teachers contributes to lower levels of teacher effectiveness such as curriculum and behavioral issues and higher levels of teacher attrition. Beginning teachers experience isolation, difficult students, curriculum challenges, and inadequate preparation which cause them to leave the education field in high numbers. More states and school districts have begun to provide mentoring for their beginning teachers in an effort to help them transition into their first years of teaching. The purpose of this qualitative study was to evaluate the impact of mentoring on beginning teachers in a rural Northeast Georgia school district. The study provided important data about the mentoring practices that were the most meaningful to the beginning teachers. The methodology used to collect data for this study was individual interviews and focus group interviews. Nine purposive sample participants were included for the individual interviews: one from each of five elementary schools and two both from the middle school and high school. The focus group included two elementary teachers, two middle school teachers, and two high school teachers. The analysis of the data revealed the following themes: 1) Mentoring provided support for new teachers in the area of curriculum, discipline, and parental communication. 2) Secondly, the time spent with the mentors had an important effect on the success of the mentoring experience. 3) The variation of attitudes both of the mentor and the administration/school played an important part in a successful mentoring program. The results of this study support the positive results of mentoring on beginning teachers. The data collected correlated with the research questions and supported the idea that mentoring is an important program in the school district. When school districts promote teacher support through mentoring, teacher retention appears to be higher.
Author: Jian Wang
Publisher: R&L Education
ISBN: 1607097648
Category : Education
Languages : en
Pages : 270
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Book Description
This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.
Author: Ron Nash
Publisher: Corwin Press
ISBN: 145221378X
Category : Education
Languages : en
Pages : 161
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Book Description
Connect with new teachers and help them thrive in the active classroom! This resource demonstrates how to build active teacher mentoring programs that foster teacher retention and increase the effectiveness of new teachers. Stressing the importance of training new teachers to employ active classroom principles that ensure student engagement and achievement, the author provides strategies, anecdotes, and reflection questions that: Discuss the role of professional development in promoting teacher effectiveness Emphasize the importance of creating a schoolwide climate for mentoring Illustrate the critical role of mentors in providing teacher support Demonstrate the importance of building relationships with new teachers
