The effects of a school-based mentoring program on beginning teacher retention rate
Godfrey, Judy Brown
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The study examined how a systematic program of school-based mentoring activities affected beginning teacher retention in one school system. The study sought to investigate whether there was a difference between the total number of hours beginning teachers participated in a school-based mentoring program and their retention in the school district, as well as how the specific activities shared in the mentor/protege relationship impacted retention. Data were collected and analyzed using a survey instrument, the Beginning Teacher Mentoring Survey, created by the researcher from the literature review on mentoring beginning teachers. The study population inclused teachers with less than three years of experience (N=230) who began work in a Georgia school district in the 2001-2002 or 2002-2003 school years. One hundred and sixty-two surveys were returned for analysis for a return rate of 70.4%. The findings of the study provided evidence of the positive impact of mentoring on beginning teacher retention especially for beginning-year teachers who engaged in activities that spanned betweeen one and three hours per week. Additionaly study is needed to determine the impact of a formalized mentoring program (e.g., portfolio completion) on teacher retention, as well as the implication of the success of mentoring program on the capacity and training of the school-based mentor.
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