This mixed methods study investigated the impact mentoring has on beginning teachers' perceptions of success. Surveys were used to determine whether or not principals and mentor teachers provided beginning teachers with research-identified best practices of mentoring. Surveys, focus groups, and individual interviews were used to determine whether or not beginning teachers were provided mentor support consistent with best practices, to identify from the new teachers' perspectives which mentoring experiences they believed were most beneficial in contributing to their success as teachers, and to examine whether or not beginning teachers felt encouraged to experiment with their instructional strategies by their mentors. Following analysis of the collected quantitative and qualitative data, recommendations were made as to what mentoring experiences should be provided to beginning teachers in order to increase their professional competencies and to reduce new teacher attrition.
","abstract_html":"<p>This mixed methods study investigated the impact mentoring has on beginning teachers' perceptions of success. Surveys were used to determine whether or not principals and mentor teachers provided beginning teachers with research-identified best practices of mentoring. Surveys, focus groups, and individual interviews were used to determine whether or not beginning teachers were provided mentor support consistent with best practices, to identify from the new teachers' perspectives which mentoring experiences they believed were most beneficial in contributing to their success as teachers, and to examine whether or not beginning teachers felt encouraged to experiment with their instructional strategies by their mentors. Following analysis of the collected quantitative and qualitative data, recommendations were made as to what mentoring experiences should be provided to beginning teachers in order to increase their professional competencies and to reduce new teacher attrition.</p>","abstract_has_math":false,"creators":["Tennyson, Ruth Anne"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Zach Kelehear"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:14Z","subjects":["Education","Educational Administration and Supervision","beginning teachers","mentoring","novice teachers"],"languages":[],"rights":["© 2010, Ruth Anne Tennyson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/413","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zach Kelehear"]},{"key":"dc:creator","label":"Author","values":["Tennyson, Ruth Anne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Administration and Supervision","beginning teachers","mentoring","novice teachers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2010, Ruth Anne Tennyson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/413"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed methods study investigated the impact mentoring has on beginning teachers' perceptions of success. Surveys were used to determine whether or not principals and mentor teachers provided beginning teachers with research-identified best practices of mentoring. Surveys, focus groups, and individual interviews were used to determine whether or not beginning teachers were provided mentor support consistent with best practices, to identify from the new teachers' perspectives which mentoring experiences they believed were most beneficial in contributing to their success as teachers, and to examine whether or not beginning teachers felt encouraged to experiment with their instructional strategies by their mentors. Following analysis of the collected quantitative and qualitative data, recommendations were made as to what mentoring experiences should be provided to beginning teachers in order to increase their professional competencies and to reduce new teacher attrition.
"]},{"key":"dc:title","label":"Title","values":["A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders"]}]}],"canonical_facts":{"dc:contributor":["Zach Kelehear"],"dc:creator":["Tennyson, Ruth Anne"],"dc:description.abstract":["This mixed methods study investigated the impact mentoring has on beginning teachers' perceptions of success. Surveys were used to determine whether or not principals and mentor teachers provided beginning teachers with research-identified best practices of mentoring. Surveys, focus groups, and individual interviews were used to determine whether or not beginning teachers were provided mentor support consistent with best practices, to identify from the new teachers' perspectives which mentoring experiences they believed were most beneficial in contributing to their success as teachers, and to examine whether or not beginning teachers felt encouraged to experiment with their instructional strategies by their mentors. Following analysis of the collected quantitative and qualitative data, recommendations were made as to what mentoring experiences should be provided to beginning teachers in order to increase their professional competencies and to reduce new teacher attrition.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/413"],"dc:rights":["© 2010, Ruth Anne Tennyson"],"dc:subject":["Education","Educational Administration and Supervision","beginning teachers","mentoring","novice teachers"],"dc:title":["A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:37:14Z"}