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ERIC Number: ED551763
Record Type: Non-Journal
Publication Date: 2012
Pages: 95
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-1309-1
ISSN: N/A
The Effects of a Site-Based Mentoring Program on Teacher Confidence and Effectiveness
Dos Santos, Kimberley G.
ProQuest LLC, D.Ed. Dissertation, Capella University
This dissertation was designed to examine the effects of a site-based teacher mentoring program on teacher confidence and effectiveness in an elementary school in Florida. Based on preliminary data, there was a need for system organizational change to improve teacher confidence and performance with the district's Document Based Question (DBQ) writing program initiative being implemented in all elementary schools. The research question investigated was: To what extent will the systemic implementation of a site-based teacher mentoring program affect teacher confidence and effectiveness? The researcher focused on mentoring fourth and fifth grade teachers as they were the only grade levels required by the school district to teach multiple DBQs throughout the year and they were the only grade levels that had attempted to implement this initiative during the prior school year. This action research study consisted of a site-based intervention which included one mentor per grade level, a monthly Question and Answer session hosted by the mentors, and bi-weekly meetings between the mentors and mentees. The researcher collected three sources of data. Two sources were student forms of data consisting of pre- and post-intervention reading scores and essay scores. The third data source was a Likert scale survey administered to the mentees before and after the intervention. The intervention was implemented for nine weeks. There were 11 fourth and fifth grade teachers and 115 fourth and fifth grade students that participated in this study. After the intervention was completed, the researcher analyzed the data looking for significant differences in the pre- and post-data means using Analysis of Variance (ANOVA) tests. The analysis revealed that the site-based mentoring program intervention did have a positive impact on teacher effectiveness and teacher confidence. The researcher recommended that future research to be conducted in reference to site-based teacher mentoring should consist of qualitative research or mixed-method research. Collecting and analyzing more qualitative data in reference to a site-based mentoring program would be valuable as it would provide more insight and point of view on the topic. [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; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida