The effects of a system-wide mentoring program on beginning teacher retention rates

UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
Jill L. Hastings (Creator)
The University of North Carolina Wilmington (UNCW )
Web Site:
Karen Wetherill

Abstract: The purpose of this evaluation is to determine how a systemwide mentoring program affects new teacher retention rates. There are several different types of mentoring programs in the world of education that could be used to support growth in new teachers. The school system being evaluated has recently changed from having schoolbased mentors to having systemwide fulltime mentors. These mentors work with new teachers sometimes as much as once a week in order to promote growth and provide support to the beginning teachers. In this transition year, the school system provides first year teachers with a fulltime, systemwide mentor. The second year teachers continue to have schoolbased mentors. This study looks at the differences between the two types of programs and evaluates their effectiveness. This study also looks at how the two different types of mentoring programs affect new teacher retention rates. The results of the study show that systemwide mentors proved to be more effective and helpful to the beginning teachers. However, the study also shows that the preliminary results do not prove that systemwide mentoring programs increase the average retention rate. There are several other factors besides mentoring that leads to teacher turnover, many of which are discussed in this study.

Additional Information

A Thesis Submitted to the University of North Carolina at Wilmington in Partial Fulfillment of the Requirement for the Degree of Masters of Arts
Language: English
Date: 2009
Teachers--Job satisfaction--United States
Teachers -- Job satisfaction -- United States

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