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ERIC Number: ED514755
Record Type: Non-Journal
Publication Date: 2010
Pages: 87
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-8935-8
ISSN: N/A
Survey of Mentored Teachers: Continuing Effects after First-Year Mentoring Program
McKenzie, Sherry A.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study was to examine how first-year mentoring activities would benefit second-year teachers who continue to participate in a structured mentoring program after having completed a first-year mentoring program. Sixty-nine potential participants were contacted about participating in this study. The population included teachers who were in their second through the fifth year of teaching. Twenty-six (37.7%) participants answered survey questions that were rated on a 4-point Likert scale. Selected demographic variables that may influence mentor program ratings were also included in the survey (i.e., age, tenure in education, highest education level, gender, marital status, and ethnicity). The demographic profile of participants was characterized by (a) an average age of 30.8 years, ranging from 24-54 years; (b) average tenure in education was 6.7 years, ranging from 2-16 years; (c) highest education level was master's degree for 65.4%, with none completing doctorate-level education; (d) gender was primarily female, 80.8%; (e) 80.8% of participants were married; and (f) 96.2% primarily White. While there were slightly positive relationships between participant age, tenure in education, and survey ratings of the mentor program experience, none were statistically significant. Likewise, there were some differences in average mentor program survey ratings dichotomized by education, gender, marital status, and ethnicity, but, again, none were statistically significant. Despite the findings not substantiating statistically significant relationships or differences in mentor program experience ratings among the participants, trends were noted that supported the conclusion that demographic variables do have some influence on the perceived effectiveness and support of mentor programming for K-12 teachers based on the Wisconsin induction model. Based on these trends, there were some implications for mentor program improvement and related recommendations. The survey participants supported a second year of mentoring with emphasis on administrative improvements for teacher retention rates and possibly assisting the district achieve NCLB requirements. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A