Through the Eyes of the Novice Teacher: Perceptions of Mentoring Support

Keywords

beginning teachers, mentor teachers, mentoring, new teacher induction

Abstract

This study examined the perceptions of elementary school beginning teachers (n= 136) across a Rocky Mountain state in the US regarding the mentoring support they received during their first year teaching. Beginning teachers were asked to report the types of mentoring support they received and to rate the helpfulness of this support on the Mentoring Support Survey. Individual item scores and scale scores are reported. An analysis of variance was then used to compare the scale scores of teachers with the administrator-facilitated mentoring supports of common planning time with their mentors and/or release time to observe other teachers. Results indicate that beginning teachers who received both common planning time with a mentor and release time to observe other teachers rated the mentoring experiences they had as significantly more helpful than beginning teachers who were not provided these mentoring supports. Of the two, provision of common planning time was the most important type of administrator-facilitated support.

Original Publication Citation

Clark, S. K., & Byrnes, D. (2012). Through the eyes of the novice teacher: Perceptions of mentoring support. Teacher Development, 16(1), 43-54.

Document Type

Peer-Reviewed Article

Publication Date

2010-07-20

Permanent URL

http://hdl.lib.byu.edu/1877/5829

Publisher

Teacher Development

Language

English

College

David O. McKay School of Education

Department

Educational Inquiry, Measurement, and Evaluation

University Standing at Time of Publication

Assistant Professor

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