A Comparative Study of the Perceptions of the Impact of Effective Teacher Mentoring Practices on the Retention of Beginning Teachers in Two Select Southeastern North Carolina Middle Schools

Autor/in	Jackson, Harriet Mason
Titel	A Comparative Study of the Perceptions of the Impact of Effective Teacher Mentoring Practices on the Retention of Beginning Teachers in Two Select Southeastern North Carolina Middle Schools
Quelle	(2009), (164 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, South Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-5360-0
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Teacher Effectiveness; Mentors; Teacher Persistence; Beginning Teachers; Faculty Mobility; Middle School Teachers; Teacher Surveys; Teaching Conditions; Disadvantaged Schools; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Junior teacher; Junglehrer; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Across the nation, teachers are leaving the profession, causing severe teacher shortages in some areas (Jackson, 1999). A survey of 117 school systems in North indicated that 12,610 teachers out of a total of 90,307 teachers, or 13.9% employed during the 2000-2001 school year, left the profession (Ingersoll, 2002). North Carolina middle school turnover rates range from a high of 30.5% in Herford County to a low of slightly over 2% in Yancey County. The researcher conducted a study based on the school's mentoring programs to compare a high teacher turnover middle school of 21.60% with a low teacher turnover middle school of 9.12%. The beginning teachers were surveyed as it relates to the teachers' working conditions survey. There were 11 beginning teachers involved in the study from the high teacher turnover rate middle school and 19 beginning teachers from the low teacher turnover rate middle school. Teachers were administered the North Carolina Teachers' Working Conditions Survey which included 72 items. Both schools were located in southeastern North Carolina in two economically deprived school districts. Based on the data, the findings revealed that there were no significant difference in the beginning teachers in high teacher turnover middle school and teachers in the low teacher turnover middle schools' mentoring programs. This information is consistent with other middle schools across North Carolina. The researcher observed through data that teachers left the school based on the teachers' working conditions survey. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10