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ERIC Number: ED549370
Record Type: Non-Journal
Publication Date: 2012
Pages: 98
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-8081-4
New Teacher Induction, Mentoring, and the Development of Self-Determined Professional Educators
Olivadoti, Heidi C.
ProQuest LLC, Ed.D. Dissertation, George Fox University
This study examined the following research question: Are there any significant relationships between mentoring new teachers and their development as self-determined professional educators? While the explicit goals related to mentoring new teachers are to improve practice, address equity issues, and increase student achievement, the implicit emotional benefits and psychological goals may be more powerful indicators of professional success, well-being, and career satisfaction. This premise guided the research: the realization that success in the classroom is much more than knowledge, skills, and technique--it could also be attributed to psychological factors such as autonomy, competence, and relatedness, the three legs of Deci and Ryan's self-determination theory. Existing data (N = 45) from a survey of first-year teachers were analyzed to test hypotheses related to mentor support, satisfaction with the mentoring process, level of understanding of professional teaching standards, and the perception of improved practice. Statistically significant correlations were found between the dependent variable level of understanding of professional teaching standards and the independent variables: mentor support, r = 0.802, p < 0.01 and satisfaction with the process, r = 0.636, p < 0.01. Likewise, the dependent variable perception of improved practice was also significantly correlated with mentor support, r = 0.638, p < 0.01 and satisfaction with the process, r = 0.384, p < 0.01. The findings provide evidence that mentoring support and satisfaction with the process are associated with an increased level of understanding of professional teaching standards and increased perception of improved practice--two indicators of self-determination. This study may be used to inform new teacher preparation programs, induction models, mentoring practice, school reform, as well as future research. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A