Date of Conferral



Doctor of Education (Ed.D.)




Keren A. Meister-Emerich


Low job satisfaction among novice teachers is a problem that has become a concern for administrators at school districts, advancing the need for effective mentoring and induction programs. Induction programs provide opportunities for collaborative relationships through mentoring support to address areas such as professional growth and development, teaching practices, and other challenges faced in the early years of novice teachers' careers. The purpose of this correlational explanatory study was to examine the relationship between mentoring support and novice teachers' job satisfaction at a school district in southern USA. Herzberg's motivation-hygiene theory was the theoretical foundation for the study. The research questions examined the relationships between 3 components of mentoring support (professional growth and development, mentoring, and teaching practices support) and job satisfaction among novice teachers (those with less than 3 years teaching experience) as measured by the Beginning Teachers Survey and the Job in General Survey respectively. The population was comprised of 1,954 teachers who were identified by the district as novice teachers. Of the 114 principals in this district, 32% sent the survey link to the 112 novice teachers at their schools and 78 novice teachers completed the online questionnaire (a response rate of 70%). The Spearman rho coefficient showed moderate, significant relationships for all 3 components of mentoring support. The correlation values in this study ranged from r = .52 to r = .61. This might lead to positive social change by having committed teachers with teaching experience, which would increase students' success. Student success, after all, is the most desirable outcome for students, teachers, and the community. Creating committed teachers requires an effective mentoring support program.