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ERIC Number: ED540230
Record Type: Non-Journal
Publication Date: 2011
Pages: 111
Abstractor: As Provided
ISBN: ISBN-978-1-2671-3398-4
New Teacher Perceptions of a Structured, System-Wide Mentoring Program
Milledge, William Andrew, Jr.
ProQuest LLC, Ed.D. Dissertation, Alabama State University
The purpose of this case study was to understand the perceptions of the mentoring program for the new teachers who work in South Central Alabama, according to the proteges who have gone through the program. This qualitative study, using the case study approach, focused on the effectiveness of the mentoring program in the South Central Alabama Public School System. Proteges in kindergarten through sixth grade who had completed the South Central Alabama mentoring program were studied. This study investigated how kindergarten through sixth grade teachers adapted to the challenges of being new to the teaching profession by working with a mentor. This qualitative study utilized the collective case study method, which allowed the researcher to logically determine how the mentoring program was perceived by new teachers. This was accomplished by collecting different forms of data (interviews and document reviews). Research began with a purposive sample of 12 teachers. An in-depth understanding was provided by analyzing the data gathered from proteges associated with the South Central Alabama Public School System. Utilizing these, recurring and emerging themes provided the basis for subsequent analysis of the new teacher mentoring program. The findings of this study showed that although the South Central Alabama Public School System mentoring program had levels of success, inconsistencies throughout the program weakened it's effectiveness. Recommendations for practice were produced for the individuals involved in the program, and the structure of the program. It was recommended that proteges and mentors have an honest and open line of communication. It was also recommended that proteges have a mentor that teaches the same grade level as they do. Proteges should also be mentored in their areas of need rather than being mentored in every area. Additionally, for further research, it is recommended that mentors and administrators should be interviewed to gain further insight on the perception of the effectiveness of the mentoring program. [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: Adult Education; Early Childhood Education; Elementary Education; Elementary Secondary Education; Kindergarten; Postsecondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama