With almost half of all new teachers leaving the profession in the first few years, it is imperative that school systems find ways to support and retain these new teachers. Formal mentoring is a growing necessity. The purpose of this qualitative study was to determine the effectiveness of one school system's mentoring program.
This study included 4 sets of mentor and mentee teachers. Each set consisted of a beginning teacher in her 1st year of teaching and an experienced teacher trained by the school system to serve as a mentor. This study was conducted in a rural East Tennessee School System.
The qualitative interviews were conducted by meeting with the 8 participants. A list of possible participants was obtained from the central office (see Appendix A). An email was sent to each possible participant explaining the nature of the study (see Appendix B). An interview guide was used and participants signed the Informed Consent Form (see Appendix C).
During the interview process, 3 commonalities were found among the 4 sets of teachers. These were the need for better training, common grade level assignments, and the overall positive experience of mentoring.
All of the teachers interviewed indicated that mentoring was a positive experience. Allowing veteran teachers to reflect on and enhance their own teaching while guiding new teachers through procedures and routines is a win-win situation for all involved. This study found congruence with the review of literature. The study indicates that the mentoring program in this rural East Tennessee county to be a positive and beneficial endeavor. Recommendations for the program include extending the time for mentoring past the 1st year and striving to assign mentors to mentees within similar teaching assignments.
","abstract_html":"<p>With almost half of all new teachers leaving the profession in the first few years, it is imperative that school systems find ways to support and retain these new teachers. Formal mentoring is a growing necessity. The purpose of this qualitative study was to determine the effectiveness of one school system's mentoring program.</p><p>This study included 4 sets of mentor and mentee teachers. Each set consisted of a beginning teacher in her 1st year of teaching and an experienced teacher trained by the school system to serve as a mentor. This study was conducted in a rural East Tennessee School System.</p><p>The qualitative interviews were conducted by meeting with the 8 participants. A list of possible participants was obtained from the central office (see Appendix A). An email was sent to each possible participant explaining the nature of the study (see Appendix B). An interview guide was used and participants signed the Informed Consent Form (see Appendix C).</p><p>During the interview process, 3 commonalities were found among the 4 sets of teachers. These were the need for better training, common grade level assignments, and the overall positive experience of mentoring.</p><p>All of the teachers interviewed indicated that mentoring was a positive experience. Allowing veteran teachers to reflect on and enhance their own teaching while guiding new teachers through procedures and routines is a win-win situation for all involved. This study found congruence with the review of literature. The study indicates that the mentoring program in this rural East Tennessee county to be a positive and beneficial endeavor. Recommendations for the program include extending the time for mentoring past the 1st year and striving to assign mentors to mentees within similar teaching assignments.</p>","abstract_has_math":false,"creators":["Manning, Nikki Lynn"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-12-17T08:00:00Z","date_published":"2011-12-17T08:00:00Z","updated_at":"2026-07-24T02:20:31Z","subjects":["beginning teachers","mentoring","Education","Educational Administration and Supervision","Teacher Education and Professional Development"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1383","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Manning, Nikki Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1990-01-01T08:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-12-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["beginning teachers","mentoring","Education","Educational Administration and Supervision","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2574/viewcontent/ManningN120311f.pdf","https://dc.etsu.edu/etd/1383"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["With almost half of all new teachers leaving the profession in the first few years, it is imperative that school systems find ways to support and retain these new teachers. Formal mentoring is a growing necessity. The purpose of this qualitative study was to determine the effectiveness of one school system's mentoring program.
This study included 4 sets of mentor and mentee teachers. Each set consisted of a beginning teacher in her 1st year of teaching and an experienced teacher trained by the school system to serve as a mentor. This study was conducted in a rural East Tennessee School System.
The qualitative interviews were conducted by meeting with the 8 participants. A list of possible participants was obtained from the central office (see Appendix A). An email was sent to each possible participant explaining the nature of the study (see Appendix B). An interview guide was used and participants signed the Informed Consent Form (see Appendix C).
During the interview process, 3 commonalities were found among the 4 sets of teachers. These were the need for better training, common grade level assignments, and the overall positive experience of mentoring.
All of the teachers interviewed indicated that mentoring was a positive experience. Allowing veteran teachers to reflect on and enhance their own teaching while guiding new teachers through procedures and routines is a win-win situation for all involved. This study found congruence with the review of literature. The study indicates that the mentoring program in this rural East Tennessee county to be a positive and beneficial endeavor. Recommendations for the program include extending the time for mentoring past the 1st year and striving to assign mentors to mentees within similar teaching assignments.
"]},{"key":"dc:title","label":"Title","values":["Mentors and New Teachers: A Qualitative Study Examining an East Tennessee School Systems Mentoring Program."]}]}],"canonical_facts":{"dc:creator":["Manning, Nikki Lynn"],"dc:date.available":["1990-01-01T08:00:00Z"],"dc:date.issued":["2011-12-17T08:00:00Z"],"dc:description.abstract":["With almost half of all new teachers leaving the profession in the first few years, it is imperative that school systems find ways to support and retain these new teachers. Formal mentoring is a growing necessity. The purpose of this qualitative study was to determine the effectiveness of one school system's mentoring program.
This study included 4 sets of mentor and mentee teachers. Each set consisted of a beginning teacher in her 1st year of teaching and an experienced teacher trained by the school system to serve as a mentor. This study was conducted in a rural East Tennessee School System.
The qualitative interviews were conducted by meeting with the 8 participants. A list of possible participants was obtained from the central office (see Appendix A). An email was sent to each possible participant explaining the nature of the study (see Appendix B). An interview guide was used and participants signed the Informed Consent Form (see Appendix C).
During the interview process, 3 commonalities were found among the 4 sets of teachers. These were the need for better training, common grade level assignments, and the overall positive experience of mentoring.
All of the teachers interviewed indicated that mentoring was a positive experience. Allowing veteran teachers to reflect on and enhance their own teaching while guiding new teachers through procedures and routines is a win-win situation for all involved. This study found congruence with the review of literature. The study indicates that the mentoring program in this rural East Tennessee county to be a positive and beneficial endeavor. Recommendations for the program include extending the time for mentoring past the 1st year and striving to assign mentors to mentees within similar teaching assignments.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2574/viewcontent/ManningN120311f.pdf","https://dc.etsu.edu/etd/1383"],"dc:rights":["Copyright by the authors."],"dc:subject":["beginning teachers","mentoring","Education","Educational Administration and Supervision","Teacher Education and Professional Development"],"dc:title":["Mentors and New Teachers: A Qualitative Study Examining an East Tennessee School Systems Mentoring Program."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:20:31Z"}