ERIC Number: ED438643
Record Type: RIE
Publication Date: 1999-Mar-30
A Qualitative Analysis of the Impact of Mentorships on New Special Educators' Decisions To Remain in the Field of Special Education.
Boyer, Katherine Lynn Williams
This dissertation conducted a study that analyzed the impact of year-long mentorships on the decisions of nine new teachers of students with autism, hearing impairments, moderate retardation, and physical disabilities, to remain in the special education field. Mentors were recommended by principals but volunteered to be part of the support program, were paid an annual stipend, and participated in a 7-session training series. All mentors were paired with a new teacher in their area of disability and in a setting equivalent to their own. Face-to-face interviews were conducted with each participant. Two of the nine teachers stated that their mentor directly affected their decision to remain in the field of special education. One teacher moved into general education where she believed she would be more effective in facilitating inclusion. Each of the other new teachers stated that her mentor was indirectly responsible for her remaining in the field. All reported that other sources of support emerged as the year went on to supplement that of the mentor, but stated the mentor remained a source of contact for objective advice, instructional expertise, and information about procedures. (Contains 46 references, and 5 appendixes, which include the forms and schedules used in the study.) (CR)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, George Mason University.