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ERIC Number: ED509793
Record Type: Non-Journal
Publication Date: 2010-May-1
Pages: 27
Abstractor: As Provided
Reference Count: 17
Report Card on the Unfunded Mentoring Program in Indiana: New Teachers' Voices Are Finally Heard
Freemyer, Jim; Townsend, Robert; Freemyer, Sarah; Baldwin, Margie
Online Submission
The need to support and retain beginning teachers is vital. This study sought to determine if the mentoring programs in Indiana are effectively supporting and retaining new teachers. The study has national ramifications in that it also seeks to determine if withdrawing an annual stipend for mentors to work with new teachers negatively impacts the effectiveness of statewide mentor programs and teacher longevity in education. Can teachers receive the support they so desperately need from mentors whose financial support from the state has been eliminated? This study examined surveys from 1,539 new teachers to assess the effectiveness of their mentor experiences. The data was also compared to similar data from new teachers whose mentors did receive financial support from the state. The study found that new teachers were meeting significantly less often with their mentors than they did before 2005. The research also concluded that lack of financial support for mentors adversely impacted perceived teacher longevity in education and new teacher effectiveness. How often mentors met with teachers positively correlated to (a) how new teachers responded to the question, did having a mentor impact how long you would stay in education, (b) how new teachers responded to did having a mentor make you a better teacher, and (c) how new teachers responded to did having a mentor affect your students' learning. According to the 1,539 new teachers with valid surveys, effective mentoring had a significant impact on their teaching and their perceived longevity in education. Therefore, the decision to cease financial support for mentors has adversely impacted the effectiveness of Indiana's new teacher. (Contains 12 tables.)
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana
IES Cited: ED565612