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A Comparative Case Study Analysis : = Effects of Mentor Practices on New Teacher Retention.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Comparative Case Study Analysis :/
其他題名:	Effects of Mentor Practices on New Teacher Retention.
作者:	Campbell, Shelita.
面頁冊數:	1 online resource (127 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355548907

A Comparative Case Study Analysis : = Effects of Mentor Practices on New Teacher Retention.
Campbell, Shelita.

A Comparative Case Study Analysis :Effects of Mentor Practices on New Teacher Retention. - 1 online resource (127 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Delaware State University, 2017.

Includes bibliographical references

Teacher attrition rates continue to rise at an alarming rate, which contribute to budget problems and decreased educational school quality. Unfortunately, about one-third of all new teachers decide to leave the classroom within the first three years (Darling-Hammond, 2003; Ingersoll, 2001). Half of new teachers do not make it through the fifth year of teaching (Ingersoll & Smith, 2003). The purpose of this case study analysis was to determine which mentoring strategies had the most influence on teacher retention in hopes that these effective strategies can be duplicated later in other settings to promote best practices. Three case studies were examined to explore how mentoring programs will be utilized and its impact on new teacher retention. The research and findings related to these three case studies investigating induction, mentoring program components and new teacher retention had varied results. The findings show that mentoring provides opportunities for networking and classroom competency along with incorporating opportunities for teacher participation, autonomy, and collegial collaboration. These kinds of teacher supports influenced new teachers' beliefs about their profession and commitment to their career. Mentoring programs also provide new teachers with a security that makes them feel better about staying in education in their early years.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355548907Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

A Comparative Case Study Analysis : = Effects of Mentor Practices on New Teacher Retention.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
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502 $a Thesis (Ed.D.)--Delaware State University, 2017.
504 $a Includes bibliographical references
520 $a Teacher attrition rates continue to rise at an alarming rate, which contribute to budget problems and decreased educational school quality. Unfortunately, about one-third of all new teachers decide to leave the classroom within the first three years (Darling-Hammond, 2003; Ingersoll, 2001). Half of new teachers do not make it through the fifth year of teaching (Ingersoll & Smith, 2003). The purpose of this case study analysis was to determine which mentoring strategies had the most influence on teacher retention in hopes that these effective strategies can be duplicated later in other settings to promote best practices. Three case studies were examined to explore how mentoring programs will be utilized and its impact on new teacher retention. The research and findings related to these three case studies investigating induction, mentoring program components and new teacher retention had varied results. The findings show that mentoring provides opportunities for networking and classroom competency along with incorporating opportunities for teacher participation, autonomy, and collegial collaboration. These kinds of teacher supports influenced new teachers' beliefs about their profession and commitment to their career. Mentoring programs also provide new teachers with a security that makes them feel better about staying in education in their early years.
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538 $a Mode of access: World Wide Web
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