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A Case Study Exploring Interactions ...

Hicks, Rella H.

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A Case Study Exploring Interactions between Mentors and Novice Teachers that Influenced Retention from the Perspective of Novice Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Case Study Exploring Interactions between Mentors and Novice Teachers that Influenced Retention from the Perspective of Novice Teachers./
Author:	Hicks, Rella H.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
Subject:	Education history. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10142048
ISBN:	9781339973715

A Case Study Exploring Interactions between Mentors and Novice Teachers that Influenced Retention from the Perspective of Novice Teachers.
Hicks, Rella H.

A Case Study Exploring Interactions between Mentors and Novice Teachers that Influenced Retention from the Perspective of Novice Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 135 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

The beginning years of teaching are believed to be crucial for the retention of new teachers and that providing mentors is an effort aimed at improvement in performance and retention of new teachers. The benefit of teacher mentors is an optimum learning experience for students due to the varying levels of proficiency, knowledge, background, and cultural resources and versatility that exist amongst educators in a school setting. However, many mentor and novice teacher relationships are unsuccessful due to the inability to maintain a sociologically significant interaction. Most research investigating perspectives on mentoring examines mentoring from the mentor teacher's perspective. Given such, further research is warranted that could examine this lack of research in an effort to address the documented problem that 40 to 50% of novice teachers, despite having a mentor, resign. The purpose of this qualitative case study was to explore interactions between mentor and novice teachers based on the perceptions of novice teachers to find out if interacting with a teacher mentor encouraged retention and if so identify the interactions that had influence on retention by employing a case study method. The sample that made up this study were teachers in a school district in Georgia, who participated in the Strategic Mentoring and Retaining Teachers, S.M.A.R.T, mentoring program. The sample was selected using criterion sampling to ensure participants met the following criteria: participated in the S.M.A.R.T mentoring program, and have three or less years of teaching experience.

ISBN: 9781339973715Subjects--Topical Terms:

3171959
Education history.

A Case Study Exploring Interactions between Mentors and Novice Teachers that Influenced Retention from the Perspective of Novice Teachers.
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245 1 2 $a A Case Study Exploring Interactions between Mentors and Novice Teachers that Influenced Retention from the Perspective of Novice Teachers.
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300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
500 $a Advisers: Edward Kim; Rebecca Wardlaw.
502 $a Thesis (Ed.D.)--Northcentral University, 2016.
520 $a The beginning years of teaching are believed to be crucial for the retention of new teachers and that providing mentors is an effort aimed at improvement in performance and retention of new teachers. The benefit of teacher mentors is an optimum learning experience for students due to the varying levels of proficiency, knowledge, background, and cultural resources and versatility that exist amongst educators in a school setting. However, many mentor and novice teacher relationships are unsuccessful due to the inability to maintain a sociologically significant interaction. Most research investigating perspectives on mentoring examines mentoring from the mentor teacher's perspective. Given such, further research is warranted that could examine this lack of research in an effort to address the documented problem that 40 to 50% of novice teachers, despite having a mentor, resign. The purpose of this qualitative case study was to explore interactions between mentor and novice teachers based on the perceptions of novice teachers to find out if interacting with a teacher mentor encouraged retention and if so identify the interactions that had influence on retention by employing a case study method. The sample that made up this study were teachers in a school district in Georgia, who participated in the Strategic Mentoring and Retaining Teachers, S.M.A.R.T, mentoring program. The sample was selected using criterion sampling to ensure participants met the following criteria: participated in the S.M.A.R.T mentoring program, and have three or less years of teaching experience.
520 $a Influential interactions were found to be consistent with what current literature states about the pros of mentors for new teachers while unbeneficial interactions were consistent with what current literature reports as weaknesses with mentoring. In regards to skills and abilities, all of them expected very similar skills and abilities from their mentors whether they actually experienced in their interactions or not. Similarly, all participants identified what they perceived as effective mentors as well and common characteristics were recurrent. Additional insights were gained that demonstrate that novice teachers can also provide input and they care about the selection process of mentors. The following recommendations are made regarding teacher mentors: (1) establish consistent guidelines for desired characteristics, skills and abilities mentors should possess, (2) be specific about the roles mentors have with novice teachers and require a log of time spent with mentee along with duties performed, (3) implement a selection process that requires mentors to apply and be interviewed to become mentors rather than selecting based on seniority or because he or she may be a good teacher, (4) designate mentors as mentor only, not mentor and classroom teachers themselves. Designating them as only mentors will give them the time needed to devote to the mentoring relationship, and (5) give more consideration to the matching of mentor to novice teacher so they have someone who is not only caring but knowledgeable with content as well.
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