Date of Award
Spring 5-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching & Learning
Program/Concentration
Curriculum and Instruction
Committee Director
Jori Beck
Committee Member
Steve Myran
Committee Member
Thomas Bean
Abstract
The current teacher shortage and the demand for high quality teachers presents a nationwide educational problem. Additionally, more than one-third of teachers leave the profession within the first five years of their careers (Callahan, 2015). The most vital and systemic change that is needed in our educational landscape is the attraction, retention, and professional development of quality teachers (Darling-Hammond & Sykes, 2003). If school district administrators expect new teachers to succeed, they need to provide them with unprecedented levels of support. This qualitative research study examined new elementary education teachers' perceptions of the influence of their mentorship program and the factors that influenced their relationships. Fifteen elementary teachers participated in the survey from one school district in Southeastern Virginia. The participant responses were analyzed using emergent coding. Results revealed four themes: (1) positive mentor relationship; (2) support system; (3) influence of teacher preparation and teacher induction program; (4) intricacies of the educational profession. Findings from this study can be used to inform mentorship practices in school districts to better support new teachers.
Rights
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DOI
10.25777/tz6v-qj77
ISBN
9798379734831
Recommended Citation
Goldburg, Katherine R..
"The Influence of Mentorship on K-5 General Education Teachers: A Study of Southeastern Schools in Virginia"
(2023). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/tz6v-qj77
https://digitalcommons.odu.edu/teachinglearning_etds/80
Included in
Curriculum and Instruction Commons, Elementary Education Commons, Teacher Education and Professional Development Commons