Abstract
This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris’s (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews.
Nine beginning teachers participated in the study. Their assignments included elementary (n=4), middle grades (n=2), and high school (n=3). Data collection took place at the end of the school year and included Year 1 and Year 2 teachers. The study uncovered four findings related to these beginning teachers: mentors were helpful; mentor scheduling needed improvement; mentor support varied based on each participant’s individual school and mentor; and mentors positively impacted teacher self-efficacy through validation.
Recommended Citation
Hobbs, Kari S. Dr. and Putnam, Jennifer Dr.
(2016)
"Beginning Teachers’ Experiences Working with a District-Employed Mentor in a North Carolina School District,"
Journal of Organizational & Educational Leadership: Vol. 2:
Iss.
1, Article 2.
Available at:
https://digitalcommons.gardner-webb.edu/joel/vol2/iss1/2
Included in
Adult and Continuing Education and Teaching Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons