Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee.

<p>This study included 9 new teachers all of whom were assigned master teachers as mentors. The study also included 11 mentor teachers who participated in this study. There were 20 participants in this case study. The study was conducted in the Johnson City School System.</p><p>This qualitative case study was conducted by interviewing 20 participants in the mentoring program. Eleven mentor teachers and 9 new teachers were chosen through purposeful sampling. A list of possible participants was obtained from the Johnson City Schools Central Office and an email was sent to possible participants explaining the nature of the study. Participants signed an Informed Consent Form (Appendix D) and an interview guide was used (Appendix A). Probes, an interview technique that allows the interviewer to delve deeper following an interviewee's response was used to gain a richer understanding of the respondents' views (Merriam, 1998).</p><p>During data analysis, 8 themes were identified as having positive or negative results of the mentoring process. These themes were: (a) relationships, (b) common planning time, (c) similar personality styles, (d) teaching practices, (e) program structure, (f) support system, (g) classroom organization and management, and (h) equal learning opportunities.</p><p>Based on the research the following conclusions were presented. Mentoring programs are an important part of teacher induction. Positive relationships are critical to fostering successful mentoring teams. Common planning is essential to maximize the mentoring process. Strong support systems assist mentors and new teachers. Mentoring is an important component of successful transitions into a new school.</p><p>Recommendations for enhancing the mentoring program included the following:</p><ol><li>To have a long-term study that tracks the progress of new teachers over a 3-year period.</li><li>To include administration as a part of the initial training program study.</li><li>To compare and contrast the difference between first career new teachers and those who have had previous careers and examine how the mentoring process affects the different populations.</li></ol>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.issued

2009

Author dc:creator

• Wallace, Gregory Scott

• Mentoring
• New Teacher
• Master Teacher
• Education
• Teacher Education and Professional Development

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/1832

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-3184