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
STARS Citation
Holmquist, Bailey, "An Analysis of the Relationship Between a Novice Educator Support Team and the Self-Efficacy of Beginning Teachers in Elementary, Middle, and High Schools" (2024). Graduate Thesis and Dissertation 2023-2024. 410.
https://stars.library.ucf.edu/etd2023/410
Accessibility Status
Meets minimum standards for ETDs/HUTs