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ERIC Number: ED547635
Record Type: Non-Journal
Publication Date: 2007
Pages: 77
Abstractor: As Provided
Reference Count: 80
Mentoring for Novice Elementary School Teachers: Its Influence on Retention and Attrition Rates
Potts, Karla Deneen
Online Submission, Ed.D. Dissertation, Nova Southeastern University
This applied dissertation was designed to examine the influence of a mentoring program on novice elementary school teachers in several suburban elementary schools in the Tidewater area of southeastern Virginia. The purpose of this study was to examine the relationship between mentoring programs and the attrition and retention rates of novice teachers. The writer organized the study around four research questions: 1. How effective are mentoring programs in decreasing teacher attrition and increasing teacher retention rates? 2. How does being involved in a mentoring program influence the novice teacher's decision to remain in the profession? 3. Do novice teachers believe that they receive the needed support during their 1st year of teaching? 4. How important is the role of the mentor to the novice teacher? Evaluation and nonexperimental research methods were used in this study. Cross-sectional surveys that used Likert scales and written responses were mailed to the participating schools. Self-addressed, stamped envelopes for return to the researcher accompanied the surveys. Descriptive statistics were also used in reporting the data that were obtained from the surveys. The results of the surveys revealed that novices who participated in mentoring programs were influenced to remain in the teaching profession. These results may prove beneficial to school districts in improving the mentoring programs they have in place. Appendices include: (1) Principal Response Form; (2) Survey; and (3) Schedule of Novice-Mentor In-Service Meetings.
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia