NotesFAQContact Us
Search Tips
ERIC Number: ED535192
Record Type: Non-Journal
Publication Date: 2009
Pages: 178
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1094-9511-9
The Impact of a New Teacher Mentoring Program on Teacher Effectiveness
Harris, Carol Lynne Hill
ProQuest LLC, Ed.D. Dissertation, Walden University
There is a direct correlation between the quality of a mentoring program and new teachers' professional development and classroom performance. Research has shown that when schools introduce and support mentoring programs for their new teachers, there are benefits not only for the mentee, but also for the mentor, the school, and the school system. In recent years, research has demonstrated that participation in a mentoring program can increase teacher morale leading to teacher retention thereby potentially leading to an improvement in the academic performance of students. The focus of this qualitative study was to evaluate the 1st-year mentoring program in a county-wide school system in eastern Georgia. This study evaluated the effects of mentoring through using a bounded qualitative case study approach. Using a self-administered questionnaire survey, teachers expressed their views on the type of support beginning teachers believed they needed from the mentoring process and how new teachers perceived the support actually received. Triangulation of the questionnaire survey results determined how beginning teachers developed classroom skills as a result of support and experience, and how the support beginning teachers received influenced their decision to remain in the teaching profession. This study determined that an effective mentoring program supports teachers' success and sustains teacher retention. This study helped to contribute to the existing body of knowledge by providing additional information about new teachers' beliefs regarding their initial classroom experience. The development of a successful mentoring program can lead to relevant social change through its support of novice teachers in their acclimation to their classrooms, and thereby strengthen the educational community as a result of decreased teacher attrition. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A