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.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2023-1334 |
| Date | 01 January 2024 |
| Creators | Holmquist, Bailey |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Thesis and Dissertation 2023-2024 |
| Rights | In copyright |
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