Date of Award
Doctor of Education (EdD)
Curriculum, Instruction, and Leadership
This study examined the effect of mentoring on beginning teacher retention in the Bossier Parish Schools, a northwest Louisiana parish school system. The sample consisted of complete responses from 161 participants out of a population of 499 Pre-K through 12th grade teachers who had participated in the Louisiana Teacher Assistance and Assessment Program (LaTAAP) between August 1998 and May 2007. Participants completed a 28-item questionnaire that was posted on the internet via SurveyMonkey. The questionnaire was divided into three sections: (a) general information, (b) appraisal of mentoring and professional development activities, and (c) background information.
Statistical analyses were performed according to data type: correlated t-test for pre- and post-measures; Mann-Whitney U and Kruskal-Wallis ANOVA for between-group differences. Statistical analysis indicated a significant relationship between the mentor's assistance and the mentee's competency in the following areas: (a) teaching students with special needs, (b) classroom management and student discipline skills, and (c) communicating school and district culture. A significant relationship was found between gender and retention. Additional findings indicated the following: (a) 66% of the participants rated their skill levels higher, post-mentoring; (b) participants rated observations of certified teachers as the most helpful professional development activity; and (c) 77% of the participants indicated satisfaction with the teaching profession. Conversely, no significant relationship was found between teacher retention and the following variables: (a) students' socio-economic status; (b) teachers' age bracket; (c) race; (d) initial mode of certification; (e) grade-level taught; and (f) duration of mentoring. Additionally, no significant relationship was found between the mentor's assistance and the mentee's competency with regard to the following variables: (a) executing content standards; (b) planning effective classroom instruction skills; (c) communicating with parents; and (d) assessing student progress. Implications for practice and recommendations for further study were presented.
Ogunyemi, Frederick O., "" (2013). Dissertation. 288.