Beginning Teacher Perceptions of Mentoring and Induction

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dawn Tracey Lambeth (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Carl Lashley

Abstract: The quality of the mentoring and induction program that beginning teachers receive has a direct effect on the development and performance of the novice teacher. In recent years there has been a wealth of research into many different aspects of the teaching profession. This new richness of material both demands and makes possible a re-examination of the beginning teacher. However, few researchers have sought to explain the perceptions of beginning teachers in relation to how they develop as a result of support and experience. This qualitative participant observer case study set out to reflect, and develop, the attempts that are now being made to record the perceptions of the beginning teacher from the point of view of the novice teacher. This study has three broad objectives: to provide an up-to-date, readable, and wide-ranging account of the perceptions of the beginning teacher of the mentoring and induction process; to offer a guide to some of the major issues currently under discussion in the experiences of the beginning teacher; and to identify, and rectify wherever possible, some of the major deficiencies in the existing literature on the subject. The purpose of this study was to investigate how mentoring and induction programs affect new teachers' practice and dispositions. It involved evaluating whether beginning teachers perceived that they received adequate support from the school district, the school administrator and other para-professionals. Teachers were also asked whether they believed that they had developed as novice teachers as a result of support and experience. The interview data revealed that beginning teachers desired support in the areas of classroom management, curriculum and instruction, securing resources, and discipline. The participants also indicated that they would like additional support from the school district, the school administrator, mentors, parents and the school community.

Additional Information

Language: English
Date: 2007
Beginning Teachers, Mentoring, Induction, Novice Teachers

Email this document to