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ERIC Number: ED533449
Record Type: Non-Journal
Publication Date: 2011
Pages: 110
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1248-5627-8
ISSN: N/A
The Relationship between Teacher Retention and Mentoring Received
Mignott, Nicola Natalie
ProQuest LLC, Ed.D. Dissertation, Jones International University
Research strongly supports the use of mentoring programs and induction practices for assisting and retaining quality teachers and easing beginning teachers' transition into their full time roles as professional educators. Much evidence and research have proven that mentoring new teachers is good practice with regard to retention within the field of education. This quantitative correlational study took place within the New York City school system and explored the perceptions of first-, second-, and third-year teachers of mentoring and the potential positive effects of mentoring practices. The study was designed to determine the relationships between the various views regarding mentoring practices and factors surrounding mentoring and early years of teaching. These factors included: (a) students' learning experience, (b) teachers' professional outlook, (c) teachers' performance, and (d) mentoring program success. Participants who took part in the study represented elementary and middle schools. The Teacher Mentor Inventory (TMI) was administered to each participant. The survey questions were based on the use of a Likert Scale and consisted of eight force choice options. In addition, a demographic survey that examined the gender, age range, length of teaching, and tenure of the participants was also administered. Findings indicate that there was no evidential support that retention decisions by teachers were affected by mentoring received. In addition, being mentored significantly affects attitudes towards teaching but does not affect retention decisions. However, the surveys results conclude that there is a strong correlation and significance between a teachers mentoring engagement in order to be a successful teacher, sufficient mentoring, positive mentored experience, support of mentor, improved outlook towards teaching due to mentoring, mentored experience has helped to improve student learning experiences, and performance improvement due to mentoring. The study concluded that teachers strongly perceived their mentored experience as an important and significant portion of their teaching career. The null hypothesis was retained for the study's overall results. There were strong correlations and significance between several question items on the TMI. Mentoring affected some areas of a teacher's profession and attitude towards teaching but did not affect their retention decisions. Thus, providing evidence that supports mentoring as a useful practice for entering new teachers. [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: Elementary Education; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York