The Examination of a Teacher Mentorship Intervention on Junior Teachers' Stress and Self-Efficacy

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2023

Author dc:creator

• Cobek, Cagla

Contributors dc:contributor

• Zachary LaBrot
• Crystal Taylor
• Emily Defouw

• mentorship
• teachers' stress
• self-perceived stress
• sense of self-efficacy
• Elementary Education and Teaching
• Other Teacher Education and Professional Development
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/1018

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-2076