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Collegial Peer Mentoring Programs and Their Effect on New Teacher Attrition A Quantitative Descriptive Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Collegial Peer Mentoring Programs and Their Effect on New Teacher Attrition A Quantitative Descriptive Study./
Author:	Kimball, Suzanna L.
Description:	1 online resource (164 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355687491

Collegial Peer Mentoring Programs and Their Effect on New Teacher Attrition A Quantitative Descriptive Study.
Kimball, Suzanna L.

Collegial Peer Mentoring Programs and Their Effect on New Teacher Attrition A Quantitative Descriptive Study. - 1 online resource (164 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (EDD/CI)--University of Phoenix, 2018.

Includes bibliographical references

The purpose of this quantitative descriptive research study was to examine the possibility of a correlation between peer mentoring programs and successful progression of K-12 teachers. The study encompassed teachers who had been in the profession five or fewer years and worked in a K-12 school district located in the southwestern region of the United States. These data collections were completed with the use of a Likert-type scale survey document with questions obtained, with permission, from the North Carolina Teacher Working Conditions Initiative administered by SurveyMonkey. Teachers responded to the questions with information regarding their involvement in a peer mentoring program and their associated impressions regarding the effectiveness of the program. Obtaining substantive findings was challenging due to the small sample size (N = 36). However, there were sufficient data to build from and demonstrate the issues and possible areas for improvement. The size limitation of the sample and measurement levels of response variables required the use of non-parametric associative and correlational procedures (i.e., Cramer's V and Spearman's Rho). Findings of the study demonstrated statistically significant association and correlations between mentoring and teacher expressed intent to remain at their school and in the profession. There were also statistically significant correlations with mentoring and responses perceiving an availability of resources and skill development opportunities. However, follow-up after the study indicated some behavioral difference from expressed intents. Generalization of findings is possible if the population is parallel. It would be possible to obtain greater information if the research project has a larger sample of the population. Chapter five includes recommendations for future research and support of school leadership.

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

Mode of access: World Wide Web

ISBN: 9780355687491Subjects--Topical Terms:

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

554714
Electronic books.

Collegial Peer Mentoring Programs and Their Effect on New Teacher Attrition A Quantitative Descriptive Study.
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504 $a Includes bibliographical references
520 $a The purpose of this quantitative descriptive research study was to examine the possibility of a correlation between peer mentoring programs and successful progression of K-12 teachers. The study encompassed teachers who had been in the profession five or fewer years and worked in a K-12 school district located in the southwestern region of the United States. These data collections were completed with the use of a Likert-type scale survey document with questions obtained, with permission, from the North Carolina Teacher Working Conditions Initiative administered by SurveyMonkey. Teachers responded to the questions with information regarding their involvement in a peer mentoring program and their associated impressions regarding the effectiveness of the program. Obtaining substantive findings was challenging due to the small sample size (N = 36). However, there were sufficient data to build from and demonstrate the issues and possible areas for improvement. The size limitation of the sample and measurement levels of response variables required the use of non-parametric associative and correlational procedures (i.e., Cramer's V and Spearman's Rho). Findings of the study demonstrated statistically significant association and correlations between mentoring and teacher expressed intent to remain at their school and in the profession. There were also statistically significant correlations with mentoring and responses perceiving an availability of resources and skill development opportunities. However, follow-up after the study indicated some behavioral difference from expressed intents. Generalization of findings is possible if the population is parallel. It would be possible to obtain greater information if the research project has a larger sample of the population. Chapter five includes recommendations for future research and support of school leadership.
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