This study examined a daily Check-In/Check-Out mentorship intervention for junior teachers. Changes in junior teachers’ stress level and their sense of self-efficacy were measured. Researchers collected data from three junior teachers and mentor dyads in a Southeastern school district. A Multiple Baseline Design across three teachers was used in this study to examine the impact of the daily mentorship intervention. The results suggested that daily Check-Ins and Check-Outs with mentor teachers decreased all three junior teachers’ daily stress. The intervention did not impact significantly on junior teachers’ perceived stress and their sense of self-efficacy. Overall, this study supports a promising novel mentorship program for decreasing junior teachers’ stress. Limitations, implications for practice, and directions for future research are discussed.
","abstract_html":"<p>This study examined a daily Check-In/Check-Out mentorship intervention for junior teachers. Changes in junior teachers’ stress level and their sense of self-efficacy were measured. Researchers collected data from three junior teachers and mentor dyads in a Southeastern school district. A Multiple Baseline Design across three teachers was used in this study to examine the impact of the daily mentorship intervention. The results suggested that daily Check-Ins and Check-Outs with mentor teachers decreased all three junior teachers’ daily stress. The intervention did not impact significantly on junior teachers’ perceived stress and their sense of self-efficacy. Overall, this study supports a promising novel mentorship program for decreasing junior teachers’ stress. Limitations, implications for practice, and directions for future research are discussed.<strong></strong></p>","abstract_has_math":false,"creators":["Cobek, Cagla"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Zachary LaBrot","Crystal Taylor","Emily Defouw"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-01T08:00:00Z","date_published":"2023-12-01T08:00:00Z","updated_at":"2026-07-24T05:45:47Z","subjects":["mentorship","teachers' stress","self-perceived stress","sense of self-efficacy","Elementary Education and Teaching","Other Teacher Education and Professional Development","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/1018","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zachary LaBrot","Crystal Taylor","Emily Defouw"]},{"key":"dc:creator","label":"Author","values":["Cobek, Cagla"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-09-01T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mentorship","teachers' stress","self-perceived stress","sense of self-efficacy","Elementary Education and Teaching","Other Teacher Education and Professional Development","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/1018"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined a daily Check-In/Check-Out mentorship intervention for junior teachers. Changes in junior teachers’ stress level and their sense of self-efficacy were measured. Researchers collected data from three junior teachers and mentor dyads in a Southeastern school district. A Multiple Baseline Design across three teachers was used in this study to examine the impact of the daily mentorship intervention. The results suggested that daily Check-Ins and Check-Outs with mentor teachers decreased all three junior teachers’ daily stress. The intervention did not impact significantly on junior teachers’ perceived stress and their sense of self-efficacy. Overall, this study supports a promising novel mentorship program for decreasing junior teachers’ stress. Limitations, implications for practice, and directions for future research are discussed.
"]},{"key":"dc:title","label":"Title","values":["The Examination of a Teacher Mentorship Intervention on Junior Teachers' Stress and Self-Efficacy"]}]}],"canonical_facts":{"dc:contributor":["Zachary LaBrot","Crystal Taylor","Emily Defouw"],"dc:creator":["Cobek, Cagla"],"dc:date.available":["2023-09-01T07:00:00Z"],"dc:description.abstract":["This study examined a daily Check-In/Check-Out mentorship intervention for junior teachers. Changes in junior teachers’ stress level and their sense of self-efficacy were measured. Researchers collected data from three junior teachers and mentor dyads in a Southeastern school district. A Multiple Baseline Design across three teachers was used in this study to examine the impact of the daily mentorship intervention. The results suggested that daily Check-Ins and Check-Outs with mentor teachers decreased all three junior teachers’ daily stress. The intervention did not impact significantly on junior teachers’ perceived stress and their sense of self-efficacy. Overall, this study supports a promising novel mentorship program for decreasing junior teachers’ stress. Limitations, implications for practice, and directions for future research are discussed.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/1018"],"dc:subject":["mentorship","teachers' stress","self-perceived stress","sense of self-efficacy","Elementary Education and Teaching","Other Teacher Education and Professional Development","School Psychology"],"dc:title":["The Examination of a Teacher Mentorship Intervention on Junior Teachers' Stress and Self-Efficacy"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:47Z"}