The Relationship Between a University-Based Mentorship Program and First-Year Teachers’ Performance
Year: 2019
Type: article
Abstract: Teacher attrition affects both the stability and quality of schools. Nearly 24% of teachers leave after one year, 33% leave after three years, and 40-50% leave within their first five years (Geiger & Pivovarova, 2018). Effective mentorship programs can effectively assist teachers in overcoming the challenges that lead to resignation. This study implemented a teacher mentorship program where the mentor was a teacher educator who had worked with the mentees in their undergraduate program. Utilizing a qualitative approach, the study examined first-year teachers’ performance through monthly field observations, interviews, and self-reflections. Themes emerged that are critical to a first-year teacher’s performance: (a) increased instructional effectiveness; (b) relinquish survival mode, and (c) effective management.
Authors: Alicia Stapp, Laura Prior, Catherine Harmon
Institution: University of Mississippi
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2944817543