mentoring of alternate route teachers in low socio-economic districts in northeastern new jersey

The mentoring of alternate route teachers in low socio-economic districts in northeastern new jersey. (2011). The mentoring of alternate route teachers in low socio-economic districts in northeastern new jersey.

Download PDF

Metadata

MODS Metadata


Title	mentoring of alternate route teachers in low socio-economic districts in northeastern new jersey
Abstract	Current research continues to report that novice teacher attrition rates are unacceptably high but that induction and mentoring may have an effect on retention. The purpose of this study was to examine a particular group of beginning teachers to determine how the induction experience of alternate route teacher candidates who work in low socio-economic, underperforming, urban areas in Northeastern New Jersey influenced their retention decision-making. Specifically, this mixed methods research with a case study approach explored whether the induction program structure mandated by New Jersey was being adhered to, which elements of the program were effective and ineffective, if the experience as structured had any effect on whether the subjects decided to remain in teaching, and if these variables were affected by race and/or gender. The analysis of data from 53 questionnaires and 6 in-depth interviews with novice alternate route candidates indicated that the mandated components for the induction experience were not consistently occurring. The researcher found that the decision to stay in teaching was not as affected by the induction experience as by personal characteristics and contextual variables, such as strong individual self-efficacy and the state of the economy. There was no difference based on gender and race as to an individual's decision to remain teaching based on their overall mentoring experience. Novice teachers found trust, confidentiality, mentor teacher accessibility and responsiveness, and comfort level with their mentor to be important components to an effective mentoring experience. Ineffective factors associated with new teacher mentoring include having a "one size fits all" approach where each person is treated in the same way, and where the activities exist in name only and may not actually be occurring.
Date	2011

Details

Title: mentoring of alternate route teachers in low socio-economic districts in northeastern new jersey
Personal Name(s): LoCascio, Steven
Whitehead, Andrew
Tidwell, Monte
Corporate Name(s): Indiana University of Pennsylvania
Professional Studies in Education.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Whitehead, Andrew; Tidwell, Monte Committee members: Margot Waddington Vagliardo.
Topical Subject(s): Education Policy
School Administration
Attrition
Teacher retention
Mentoring programs
Beginning teachers