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dc.contributor.advisor Bruster, Benita
dc.contributor.author Matthews, Whitney
dc.contributor.other Department of Teaching and Learning
dc.date.accessioned 2019-05-21T21:48:06Z
dc.date.available 2019-05-21T21:48:06Z
dc.date.issued 2018-05
dc.identifier.other OCLC: 1102268809
dc.identifier.uri http://hdl.handle.net/20.500.11989/6620
dc.description.abstract Purpose: The purpose of this study was to determine if a high quality mentor program influences the retention rates of novice teachers in a school. Method: This mixed-method study investigated the aspects of a mentor program and the support this mentor program provided for novice teachers from a school district in middle Tennessee. Teacher participants were 12 novice teachers who had zero to three years-experience in the classroom. Results: The findings of this study showed the high-quality mentor program provided by the district satisfied the needs of the novice teachers and mentor teachers. The schools district provided the support for novice teachers based on the retention rates of novice teachers in the district. Conclusions: a highly-effective mentor program does influence the retention rates of novice teachers in a school with some underlying themes of support, building relationships and informal mentoring. Mentors support novice teachers in this middle Tennessee school district. Additional Research: Future research is needed for an assessment criteria for mentor program and which type of mentoring from this program has to most impact on novice teachers. en_US
dc.language.iso en_US en_US
dc.publisher Austin Peay State University
dc.subject novice teachers; mentoring program; teacher retention en_US
dc.subject.lcsh Teachers -- Training of
dc.subject.lcsh Mentoring in education -- Tennessee
dc.title Mentor Programs Tied to Retention Rates of Novice Teachers en_US
dc.type Field study en_US


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