A dissertation analyzing the impact of mentors on teacher retention.
Written in 2008; 11,390 words; 52 sources; APA; $ 223.95
Paper Summary:
This research paper examines the problem of a shortage of teachers brought about, in part, by the failure of retaining teachers. The author hypothesizes that a mentoring program similar to other professions would help retain teachers. The author analyzes the data collected from surveys of new teachers in the New York City Department of Education (NYCDOE) during each school year from 2004 through 2007. Using charts and color graphs, the author presents the findings, which support a mentoring program.
Table of Contents:
Introduction
Statement of the Problem
Background and Significance of the Problem
Research Questions
Definition of Terms
Summary
Literature Review
Methodology
Overview
Restatement of the Problem
Description of Subject
Procedures
Discussion of Data Processing
Methodological Assumptions, Limitations, and Delimitations
Ethics Activities
Data Analysis
Overview
Findings
New Teachers (1-5 years experience):
Mid-Career Teachers (6-24 years experience
Eligible Retirees (25+ years experience)
Results
Analysis and Evaluation of Findings
New Teacher Induction/Mentoring
Who Must be Mentored?
Mentoring Certification
When Do New Teachers Need To Complete 175 Hours of Professional Development?
Summer New Teacher Orientation
New Teacher Induction/Mentoring System (NTIMS)
Summary, Conclusions and Recommendations
Summary
Conclusions
Recommendations
Appendix: Letter of Invitation to Participate in the Study
Appendix: Application for Approval for the Use of Animals or Humans
Appendix : Approval by Chair of Ethics Committee
Appendix: Historic Attrition Rates for New Teachers in the New York City School District and Reasons Cited for Leaving
From the Paper:
"According to district publications, NYCDOE provides several support mechanisms for the beginning teacher. Examples include selected mentor teachers with more than 5 years of teaching experience working closely with beginning teachers to provide support, teacher centers providing professional development, mentors and beginning teachers receiving training and release time, and the UFT offering to the beginning teacher graduate credit courses focused on teaching techniques, classroom management, and techniques focused on specific student populations."
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