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Author Kiani, Mary M
Title Contextual factors and the role of the mentor in a new teacher mentoring program
book jacket
Descript 129 p
Note Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0902
Adviser: Sharon Castle
Thesis (Ph.D.)--George Mason University, 2006
There is great variance in the structures and formats of new teacher mentoring programs nationwide. This qualitative structured interview study was designed to explore contextual factors of new teacher mentoring programs in a large school division in the mid-Atlantic region. The primary goal was to understand contextual factors of a new teacher mentoring program, particularly related to the role of the mentor. The secondary goal was to understand participation in the mentoring program for mentor teachers, particularly related to their professional and career development. Five mentors, two principals, and two program administrators participated in this study
The results indicated that certain contextual factors of the mentoring program either helped or hindered the role of the mentor in the mentoring process. Most remarkably, the dual responsibility of being a full-time classroom teacher and a formalized mentor made it difficult for mentors to fulfill either role. Time was the biggest factor impeding the role of the mentor as expressed and emphasized numerous times by each participant. On the other hand, mentors did benefit from participation, not only in that they satisfied their internal desire and sense of professional responsibility to help, but also in the sense that it enhanced their own professional roles as teachers. Mentors, principals, and administrators believed that participating in the role of mentor contributed to the professional development of mentors. Mentors demonstrated improved instructional practice, camaraderie, and reflective thinking related to their roles as teachers, and especially in the respect that mentors valued their professional development as teachers, this seemed to enhance their satisfaction with participation in the role as mentor and teacher
Future research is indicated to explore alternative structures for new teacher mentor roles. More qualitative research on specific contexts in which alternative mentor roles are being implemented is suggested. More research is suggested on mentoring program designs which best serve to enhance student achievement through the improved instructional practice of new teachers and through increasing the professional development of experienced teachers. More research is also suggested on mentoring program designs which serve to increase the retention of highly qualified teachers by promoting their instructional effectiveness and career satisfaction without negatively impacting the instructional effectiveness or career satisfaction of experienced teachers
School code: 0883
Host Item Dissertation Abstracts International 67-03A
Subject Education, Teacher Training
Alt Author George Mason University
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