Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Dr. Teri Denlea Melton
Committee Member 1
Dr. Antonio Gutierrez de Blume
Committee Member 2
Dr. Paul Brinson
Acclimating to the field of education, particularly during the first five years, is significantly challenging for novice teachers. In order to ease the transition into the field with the hopes of supporting retention, novice teachers are usually assigned a mentor. Typically, mentors are veteran teachers who have demonstrated a high level of proficiency as an educator and are assigned to the novice teacher in order to provide technical support in areas such as classroom management and lesson planning, as well to provide social and emotional support to novice teachers. An abundance of research exists to support the effectiveness of mentoring and the impact that it has on retaining novice teachers in the field. However, little, if any, research exists that specifically indicates the value novice teachers place on the mentoring component of teacher induction programs. Therefore the purpose of this quantitative study was to determine the components of a viable mentoring program that novice teachers perceive as necessary to promoting teacher retention.
Findings indicate that novice teachers consider the perceived benefits and outcomes of the program as the most effective component of the program. Therefore, it is evident that novice teachers place value on participating in the mentoring program because they perceive it as being beneficial to their professional practice as an educator. These findings will be used to support the existing teacher induction program in the district in which the study was employed and the fidelity of its implementation. Based on the findings of the study, the researcher will build on the current teacher induction program by working with district officials to construct a monitoring plan for the teacher induction program, as well as to make revisions or additions to the program for the purpose of promoting teacher retention.
Sasser, A.H. (2018). Novice Teachers' Perception of Mentoring and Teacher Retention. Georgia Southern University, Statesboro, Ga.
Research Data and Supplementary Material