A Qualitative Study of Hawaii High School Beginning Teachers’ and Mentors’ Participation in an Induction and Mentoring Program

To better support and help new teachers to quickly become effective as experienced teachers, the Hawaii State Department of Education implemented a statewide induction and mentoring program. However, literature or reports regarding the effectiveness of Hawaii’s induction and mentoring program are scarce. School administrators and mentors are therefore poorly equipped to support new teachers by describing and suggesting recommendations to improve the effectiveness of these programs. Based upon the importance of retaining new teachers by finding better ways of supporting them, it is essential to know current mentees and mentors’ experiences regarding the types of support they received and provide. This qualitative intrinsic case study describes the mentorship experiences of new educators and their respective mentors and to identify the various types of support that mentors provided their mentees. Two major themes found in this study are mentor-related supports and non-mentor related supports. Sub categories within mentor-related supports are instruction, environment, professionalism, emotional, and planning. Sub-categories within non-mentor related supports are school wide star walks and other resources.|Keywords: Beginning teacher, new teacher, induction, mentorship, support, mentor, mentee

Grantor dc:publisher

Creighton University

Year dc:date.issued

2019

Author dc:creator

• Inaba, Kelsie

Advisor dc:contributor.advisor

• Liebertz, Scott

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/122586

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/122586