Delaware State University Repository

A comparative case study analysis: effects of mentor practices on new teacher retention

Show simple item record

dc.contributor.author Campbell, Shelita LaCheryl
dc.date.accessioned 2018-10-09T04:58:20Z
dc.date.available 2018-10-09T04:58:20Z
dc.identifier.uri http://hdl.handle.net/20.500.12090/333
dc.description.abstract Teacher attrition rates continue to rise at an alarming rate, which contribute to budget problems and decreased educational school quality. Unfortunately, about one-third of all new teachers decide to leave the classroom within the first three years (Darling-Hammond, 2003; Ingersoll, 2001). Half of new teachers do not make it through the fifth year of teaching (Ingersoll & Smith, 2003). The purpose of this case study analysis was to determine which mentoring strategies had the most influence on teacher retention in hopes that these effective strategies can be duplicated later in other settings to promote best practices. Three case studies were examined to explore how mentoring programs will be utilized and its impact on new teacher retention. The research and findings related to these three case studies investigating induction, mentoring program components and new teacher retention had varied results. The findings show that mentoring provides opportunities for networking and classroom competency along with incorporating opportunities for teacher participation, autonomy, and collegial collaboration. These kinds of teacher supports influenced new teachers’ beliefs about their profession and commitment to their career. Mentoring programs also provide new teachers with a security that makes them feel better about staying in education in their early years.
dc.title A comparative case study analysis: effects of mentor practices on new teacher retention
dc.date.updated 2018-09-20T12:45:10Z
dc.language.rfc3066 en


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search


Browse

My Account