Date of Conferral
2019
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Antoinette A. Myers
Abstract
Many new teachers in the United States leave the profession within 3 to 5 years of service. School district leaders often fall short in their efforts to efficiently mentor novice teachers and examine the novice teachers' perspectives of effective mentoring relationships. The purpose of this qualitative phenomenological study was to examine novice teachers' mentoring relationships during the critical first year. The conceptual framework was Bandura's self-efficacy theory, a tenet of which is that people believe in their ability to attain certain goals if they possess self-efficacy. The guiding research questions focused on what roles mentoring relationships play in the first year of teaching, what their impacts are on novice teachers remaining in the profession, and how the choice of mentor affects the outcome of the mentoring relationship. A purposeful homogenous sample of 6 Grade 9 and 10 novice teachers who were also involved in mentoring relationships with experienced teachers was used. Data were collected through semi structured interviews and a group observation during an administrative support meeting for new teachers. Relationship and social code analysis of data followed an open coding process to identify categories and themes. The key findings were that participants rely on professional and emotional support; however, age and path of certification dictated mentoring needs. A positive mentoring relationship inspired novice teachers in the study to become mentors themselves. Study findings were the basis for the creation of a staff development for veteran teachers who are chosen as mentors. This study may bring about positive social change by bringing awareness of what makes a productive mentoring relationship, which in turn may positively affect student achievement through teacher retention.
Many new teachers in the United States leave the profession within 3 to 5 years of service. School district leaders often fall short in their efforts to efficiently mentor novice teachers and examine the novice teachers' perspectives of effective mentoring relationships. The purpose of this qualitative phenomenological study was to examine novice teachers' mentoring relationships during the critical first year. The conceptual framework was Bandura's self-efficacy theory, a tenet of which is that people believe in their ability to attain certain goals if they possess self-efficacy. The guiding research questions focused on what roles mentoring relationships play in the first year of teaching, what their impacts are on novice teachers remaining in the profession, and how the choice of mentor affects the outcome of the mentoring relationship. A purposeful homogenous sample of 6 Grade 9 and 10 novice teachers who were also involved in mentoring relationships with experienced teachers was used. Data were collected through semi structured interviews and a group observation during an administrative support meeting for new teachers. Relationship and social code analysis of data followed an open coding process to identify categories and themes. The key findings were that participants rely on professional and emotional support; however, age and path of certification dictated mentoring needs. A positive mentoring relationship inspired novice teachers in the study to become mentors themselves. Study findings were the basis for the creation of a staff development for veteran teachers who are chosen as mentors. This study may bring about positive social change by bringing awareness of what makes a productive mentoring relationship, which in turn may positively affect student achievement through teacher retention.
Recommended Citation
Roberson, Felicia R., "Novice Teachers' Experiences of Success in a Mentoring Relationship at the Secondary Level" (2019). Walden Dissertations and Doctoral Studies. 6368.
https://scholarworks.waldenu.edu/dissertations/6368
