A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders

<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>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Campus Access Dissertation

Discipline thesis:degree_discipline

Educational Leadership and Policies

Year

2010

Author dc:creator

• Tennyson, Ruth Anne

Contributors dc:contributor

• Zach Kelehear

• Education
• Educational Administration and Supervision
• beginning teachers
• mentoring
• novice teachers

Statement dc:rights

• © 2010, Ruth Anne Tennyson

Repository record dc:identifier

https://scholarcommons.sc.edu/etd/413

OAI identifier oai:identifier

oai:scholarcommons.sc.edu:etd-1414