NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1131523
Record Type: Journal
Publication Date: 2016-Sep
Pages: 29
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: EISSN-2380-0860
Beginning Teachers' Experiences Working with a District-Employed Mentor in a North Carolina School District
Hobbs, Kari S.; Putnam, Jennifer
Journal of Organizational and Educational Leadership, v2 n1 Article 2 Sep 2016
This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris's (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews. Nine beginning teachers participated in the study. Their assignments included elementary (n = 4), middle grades (n = 2), and high school (n = 3). Data collection took place at the end of the school year and included Year 1 and Year 2 teachers. The study uncovered four findings related to these beginning teachers: mentors were helpful; mentor scheduling needed improvement; mentor support varied based on each participant's individual school and mentor; and mentors positively impacted teacher self-efficacy through validation.
School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina