Novice Teachers Perception of Mentoring and Teacher Retention
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Novice Teachers Perception of Mentoring and Teacher Retention
JACK X AViKIr > COLLEGE GRADUATE ổặ L'DIESGeorgia Southern UniversityDigital Commons@Georgia SouthernElectronic Theses and DissertationsGraduate Studi Novice Teachers Perception of Mentoring and Teacher Retentionies, Jack N. Averitt College ofSpring 2018Novice Teachers' Perception of Mentoring and Teacher RetentionAlissa SasserFollow this and additional works at: https://digitalcomnions.georgiasouthern.edu/etd dr Part of the Education CommonsRecommended CitationSasser. A.H. (2018). Novice Teachers’ Percepti Novice Teachers Perception of Mentoring and Teacher Retentionon of Mentoring and Teacher Retention. Georgia Southern University, Statesboro, Ga.This dissertation (open access) is brought to you for free and openNovice Teachers Perception of Mentoring and Teacher Retention
access by the Graduate Studies, Jack N. Averitt College of at Digital Coinmon$@Georgia Southern. It has been accepted for inclusion in Electronic TheJACK X AViKIr > COLLEGE GRADUATE ổặ L'DIESGeorgia Southern UniversityDigital Commons@Georgia SouthernElectronic Theses and DissertationsGraduate Studi Novice Teachers Perception of Mentoring and Teacher Retentionia$outhem.edu.NOVICE TEACHERS’ PERCEPTION OF MENTORINGANDTEACHER RETENTIONbyALISSA HANRAHAN SASSER(Under the Direction of Teri Denlea Melton)ABSTRACTAcclimating to the field of education, particularly during the first five years, is significantly challenging for novice teachers. In order to ease the Novice Teachers Perception of Mentoring and Teacher Retention transition into the field with the hopes of supporting retention, novice teachers are usually assigned a mentor. Typically, mentors are veteran teachNovice Teachers Perception of Mentoring and Teacher Retention
ers who have demonstrated a high level of proficiency as an educator and are assigned to the novice teacher in order to provide technical support in aJACK X AViKIr > COLLEGE GRADUATE ổặ L'DIESGeorgia Southern UniversityDigital Commons@Georgia SouthernElectronic Theses and DissertationsGraduate Studi Novice Teachers Perception of Mentoring and Teacher Retentionists to support the effectiveness of mentoring and the impact that it has on retaining novice teachers in the field. However, little, if any, research exists that specifically indicates the value novice teachers place on the mentoring component of teacher induction programs. Therefore the purpose of Novice Teachers Perception of Mentoring and Teacher Retention this quantitative study was to determine the components of a viable mentoring program that novice teachers perceive as necessary to promoting teacherNovice Teachers Perception of Mentoring and Teacher Retention
retention.Findings indicate that novice teachers consider the perceived benefits and outcomes of the program as the most effective component of the pJACK X AViKIr > COLLEGE GRADUATE ổặ L'DIESGeorgia Southern UniversityDigital Commons@Georgia SouthernElectronic Theses and DissertationsGraduate Studi Novice Teachers Perception of Mentoring and Teacher Retentionl lo theứ professional practice as an educator. These findings will be used to support the existing teacher induction program in the district in which the study was employed and the fidelity of its implementation. Based on the findings of the study, the researcher will build on the current teacher i Novice Teachers Perception of Mentoring and Teacher Retentionnduction program by working with district officials to construct a monitoring plan lor the teacher induction program, as well as to make revisions orNovice Teachers Perception of Mentoring and Teacher Retention
additions to the program for the purpose of promoting teacher retention.INDEX WORDS: Mentoring, Novice teacher. Teacher attrition. Teacher induction.TJACK X AViKIr > COLLEGE GRADUATE ổặ L'DIESGeorgia Southern UniversityDigital Commons@Georgia SouthernElectronic Theses and DissertationsGraduate Studi Novice Teachers Perception of Mentoring and Teacher RetentionM.Ed., Walden University, Minneapolis. MN. 2007Ed.s.. Georgia Southern University, Statesboro. GA, 2013A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the DegreeDOCTOR OF EDUCATIONSTATESBORO. GEORGIA Novice Teachers Perception of Mentoring and Teacher RetentionJACK X AViKIr > COLLEGE GRADUATE ổặ L'DIESGeorgia Southern UniversityDigital Commons@Georgia SouthernElectronic Theses and DissertationsGraduate StudiGọi ngay
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