NotesFAQContact Us
Search Tips
ERIC Number: ED520139
Record Type: Non-Journal
Publication Date: 2010
Pages: 128
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-6447-5
Mentoring and Retention in First-Year Teachers: A Mixed-Methods Study
Morina, Sam F., Jr.
ProQuest LLC, Ph.D. Dissertation, Capella University
This study collected relevant information from first-year teacher proteges about mentorship effectiveness and anticipated turnover. The primary goal of this study was to examine a first-year-teacher mentoring program to determine its perceived effectiveness for first-year-teacher proteges and to examine their perceptions of the essential components of the mentoring program. A second goal was to obtain information on the effect, if any, of mentoring on the retention of new K-12 teachers. This study used a mixed-methods design to investigate the perceptions held by first-year-teacher proteges in one program site. The participants in the study perceived that the most essential components of the mentoring program were that their mentors were supportive and provided guidance and practical advice; that their mentors were available, approachable, and accessible; that their mentors were knowledgeable and experienced; and that they had a good working atmosphere. The majority of the participants, 47.5%, perceived that the mentoring program in which they participated was effective. A smaller percentage, 17.5%, perceived that the program needed improvement. An additional 17.5% perceived that the mentoring program was not effective. This study found that mentorship effectiveness predicted retention of first-year teacher proteges in the 21-35-year old group who were female and held only a bachelor's degree. Additionally, almost half of the teacher respondents in this study indicated that their mentoring program was effective. Approximately 36% indicated that the program needed improvement or was not effective. This study also found that a formalized and consistent mentoring program for first-year-teacher proteges was effective in acclimating new teachers as well as helpful in retaining them in teaching. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A