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Mentoring has been used as a tool to help novice teachers ease into their new roles as educators. Research information on mentoring programs is extensive; however, limited research has examined novice teachers' views and the impact of mentoring programs on teacher development. The purpose of this qualitative study was to identify how female novice teachers perceived the district teacher mentoring program in a rural Texas public school district. The research questions examined participants' firsthand impressions of the teacher mentoring program, impact on teacher development, and attributes of the program. The learning theory of constructivism was the conceptual framework for this study. The mentoring program facilitated teacher learning through observing, coteaching, and co-planning. The qualitative phenomenological study was implemented on 10 female novice teachers, who were surveyed, interviewed, and observed. Pattern coding and memos were used to analyze the data. This triangulation of data validated the district teacher mentoring program as being effective at the district and campus levels and provided female novice teachers with ongoing professional development, campus mentors, opportunities for collaboration, and collegial support throughout their first and second years of teaching. Findings provide district stakeholders an understanding of how each first and second year teacher internalized their new learning. The implications for social change include understanding how use of the Ginger Tucker model can contribute to the success of novice teachers which can potentially lead to improved student academic achievement.

This study looked at the transition from preservice teacher to teacher by considering novice teacher success stories. This investigation rested on the presumption that the first year of teaching may be a struggle for some. This claim was underscored by the prevalence of the sink or swim metaphor in discourse related to induction. To understand how novice teacher success stories can inform teacher education, narratives were captured using task-oriented, semi-structured interviews deliberately designed to elicit authentic responses. Iterative analysis of the narratives yielded two profiles and 10 stories that are presented in a combination of vignettes written in the voice of the participant and expository comments. Iterative analysis of the 10 stories using the features or elements of story (setting, character, tone, and theme) yielded a number of patterns. In sum, consideration of these findings informs a deeper and richer understanding of induction through the experiences and perspectives of the purposively and conveniently selected participant in this study. Her case supports the rationale for this inquiry. She demonstrated a keen awareness of the struggles novices face. Yet, she self-identified as successful and her administration concurred. The overarching finding is deep insight into the persona of the participant---a survivor that understood successes as a novice teacher to be occurrences marked in sometimes minimal relief upon a context of struggle.

The purpose of this transcendental phenomenological study is to give teachers a voice to express their self-efficacy beliefs, their opinions about the content and the effectiveness of their teacher preparation programs to facilitate student learning, and to hear their suggestions for improving teacher education to enable future educators to achieve that goal. The advent of the reauthorization of the Elementary and Secondary Education Act in 2002, referred to as No Child Left Behind, has reframed the debate on teacher quality. Across the board, from scholars to government officials to private foundations, there is a call for reform of schools of education. It is these schools which are responsible for preparing teachers to educate students who will succeed in the globalized society of the 21st century; yet the voice of the classroom teacher is nearly absent. In this transcendental phenomenological study, I collected data from a sample of 25 educators who have been teaching in schools between 5 and 10 years. An online survey, face-to-face interviews, and one focus group was used to address the topic of how to improve teacher education to best meet the educational needs of a diverse student population. While nearly all participants expressed positive self-efficacy beliefs and an overall satisfaction with the quality of their respective teacher education programs, each reported deficiencies in preparation. Participants expressed concern in the areas of content knowledge, special education, teaching English language learners, using instructional technology, classroom management, and building relationships with families.