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New Teachers' Perception of a Mentoring Program in a Large Urban School District in Ohio.

Nju, Esteler Keng
http://rave.ohiolink.edu/etdc/view?acc_num=miami1686660768933333

Abstract Details

2023, Doctor of Education, Miami University, Educational Leadership.
This study sought to explore the perceived effectiveness of a teacher mentoring program in a large urban school district in Ohio. One hundred fifty-three new teachers enrolled in the district’s residency mentoring program were surveyed about its effectiveness and general demographic information within their first five years of teaching. Furthermore, ten survey respondents volunteered to be interviewed, with five randomly chosen for the study. The results of this study were intended to provide insight into how teacher mentoring programs can help reduce the rate of new teachers leaving the profession, which has increased by 50% in the last decade, as well as the rate of experienced teachers going, which is over 20%. Half of all new teachers are gone within five years, leaving districts and states to invest heavily in recruiting, hiring, and retaining new teachers to combat this growing issue. Over the past decade, the number of new teachers leaving their profession has increased by more than 20% nationally. Many new teachers leave the profession within the first three years, and half are gone within five years. To address this issue, billions of dollars are spent by districts and states to recruit, hire, and retain new teachers. The research was conducted to understand how new teachers feel about their mentoring program in a large urban school district. The opinions of these teachers were examined to explore the program’s effectiveness, given the significant investments districts and states have made in recruiting, hiring, and retaining them. This research utilized Bandura’s social cognitive theory, sociocultural theory, and Knowles’s adult learning theory to explore how new teachers viewed the benefits and drawbacks of their mentoring program, the strategies employed, and what modifications could be made to enhance it. Through surveys, interviews, and transcripts, the research found that having a mentor, more structure, collaboration, and support were all essential to the participants. The data was used to make some recommendations for the existing program. The aim was to support new teachers in their professional transition and ensure their longevity by offering mentoring programs that provide professional development, structure, and collaboration
Lucian Szlizewski,, Dr. (Advisor)
Sherrill Sellers, Dr. (Committee Member)
Kate Rousmaniere,, Dr. (Committee Co-Chair)
212 p.
Educational Leadership
Some possible keywords and phrases : teacher mentoring program new teachers a large urban school district in Ohio perceived effectiveness reducing teacher turnover demographic information survey and interview data Bandura's social cognitive theory sociocultural theory Knowles's adult learning theory mentorship benefits

Recommended Citations

Citations

  • Nju, E. K. (2023). New Teachers' Perception of a Mentoring Program in a Large Urban School District in Ohio. [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1686660768933333

    APA Style (7th edition)

  • Nju, Esteler. New Teachers' Perception of a Mentoring Program in a Large Urban School District in Ohio. 2023. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1686660768933333.

    MLA Style (8th edition)

  • Nju, Esteler. "New Teachers' Perception of a Mentoring Program in a Large Urban School District in Ohio." Doctoral dissertation, Miami University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=miami1686660768933333

    Chicago Manual of Style (17th edition)

miami1686660768933333
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© 2023, some rights reserved.Creative Commons License New Teachers' Perception of a Mentoring Program in a Large Urban School District in Ohio. by Esteler Keng Nju is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Miami University and OhioLINK.