Date of Conferral

8-13-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Lynn Orr

Abstract

An increased rate of attrition among new educators underscores the urgency of addressing the challenges faced by early career teachers. The problem addressed in this study was the high attrition rate of new teachers in middle-low-income urban schools in Maryland. Guided by Kram’s mentoring theory and Maslow’s hierarchy of needs, the purpose of this basic qualitative study was to explore the perceptions of new teachers regarding how the school-based peer mentoring program contributed to them remaining at their schools. Semistructured interviews were conducted with 10 novice teachers who had fewer than 3-years of experience teaching at the study site. Thematic analysis using open coding produced the following themes: (a) teachers had varying opinions regarding the effectiveness of the mentoring program, (b) mentoring gave teachers a sense of emotional support and belonging, (c) classroom observations were an effective component of the mentoring program, (d) mentoring programs affected teacher retention, (e) teachers shared ways to enhance the mentoring program to support retention, and (f) teachers discussed desired support systems and resources. Based on the results of the study, a 4-day professional development program was designed to help mentors and leaders support new teachers, and to ensure consistency, clear communication, and collaboration throughout the mentoring program. By investing in strong mentorship programs, school communities are likely to promote professional growth among novice teachers who then will be more likely to remain in the profession, contributing to positive social change over time.

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