Keywords

mentoring, novice teachers, self-efficacy

Abstract

Over the last twenty years, there has been an increase in teacher turnover and, in attempts to mitigate this issue, states and school districts have developed novice teacher mentoring programs. A Large Suburban School District implemented a novice teacher mentoring program during the 2021–2022 school year with the goal of providing novice teachers with a larger system of support to increase retention rates. The purpose of this research was to examine the relationship between novice teacher perceptions of a mentoring program and novice teacher perceptions of self–efficacy. Novice teachers (i.e., 1 to 3 years of teaching experience) received a survey to collect data on their perceptions of mentoring opportunities and perceptions of self–efficacy as it related to student engagement, instructional strategies, and classroom management. The survey also collected data on novice teachers’ demographic characteristics (e.g., age, gender, field of college degree, etc). Results of this study indicated that novice teachers who have a degree in the field of education have higher perceptions of self–efficacy compared to novice teachers whose degree was not in education. Additionally, a weak relationship was found between teachers’ perception of self–efficacy and their valuation of meeting with a mentor as a mentoring experience. Findings from this study may be used by school districts to evaluate novice teacher mentoring programs, to adapt the programs based on the needs of teachers in order to advance novice teacher self–efficacy and retain them in the profession.

Completion Date

2024

Semester

Summer

Committee Chair

Gordon, William and Ceballos, Marjorie

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership

Degree Program

Educational Leadership, Executive Track

Format

application/pdf

Identifier

DP0028613

URL

https://purls.library.ucf.edu/go/DP0028613

Language

English

Rights

In copyright

Release Date

August 2024

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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