'The Bread and Butter of a Difficult Profession': Mentoring as a Resource for Teacher Stress

Autor/inn/en	Mosley, Kristen C.; Playfair, Emily C.; Weppner, Caroline H.; Balat, Abbie; Mccarthy, Christopher J.
Titel	'The Bread and Butter of a Difficult Profession': Mentoring as a Resource for Teacher Stress
Quelle	In: Teachers and Teaching: Theory and Practice, 29 (2023) 1, S.20-36 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mosley, Kristen C.) ORCID (Mccarthy, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2144819
Schlagwörter	Mentors; Stress Variables; Interpersonal Relationship; Beginning Teachers; Experienced Teachers; Social Support Groups; Elementary School Teachers; High School Teachers; Middle School Teachers + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Junior teacher; Junglehrer; Social support; Soziale Unterstützung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Teacher stress continues to threaten the stability of the U.S. teaching workforce, but teacher mentoring, an increasingly prevalent type of teacher support, may uniquely support teachers with their risk-for-stress. The current study investigated how teacher mentoring experiences differ based on vulnerability to stress and teacher experience level. Semi-structured focus groups were conducted and analysed using the Consensual Qualitative Research (CQR) method. Results include five emergent domains indicating that teachers viewed mentoring as overwhelmingly supportive of their instructional needs, regardless of their stress risk or experience level. New and experienced teachers also shared similar experiences regarding the social emotional support that mentoring can provide. However, differing trends emerged between risk-for-stress groups in their reports of mentoring qualities and challenges, which may signal the need for differentiating mentoring supports based on teacher stress levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01