Download or read book The Analysis of a Multi year Mentoring Program and Its Long term Effects on Teacher Self efficacy written by Kelly Marzocchi and published by . This book was released on 2021 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing novice staff through induction programs is essential for teacher retention and student achievement. The purpose of the current research was to determine the impact of teacher participation in a multi-year mentoring program, teachers' years of experience, and school-level taught as they relate to the self-efficacy scores of teachers. A non-experimental design was conducted with data collected through online surveys, voluntarily completed by 110 teachers across grades K-12, from a suburban school district nearby a large metropolitan city in the northeastern United States. The Teachers' Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) was used to measure teacher self-efficacy in the following areas; (1) classroom management, (2) instructional strategies, (3) student engagement, and (4) self-efficacy overall. Independent variables included (1) teachers' years of experience (less than five years, five to fifteen years, more than fifteen years), (2) participation in a multi-year mentoring program (present participant, past participant, non-participant), and (3) school level (elementary school, grades K-6, middle school, grades 7-8, high school, grades 9-12). A three-way ANOVA and multiple regression analyses were utilized to examine the variables. Results showed a significant interaction between years of experience and participation in a multi-year mentoring program. Post hoc main effects showed a significant mean difference between non-participants who taught for five to fifteen years and non-participants who taught for more than fifteen years. Furthermore, a significant mean difference was found between teachers who were non-participants and past participants who have taught for more than fifteen years. Four multiple regression analyses were conducted to examine the relationship between teachers' perceived self-efficacy across various areas and potential predictor variables including total years of experience, participation in a multi-year mentoring program, and school-level taught. The first multiple regression analysis found that the potential predictor variables were not predictors of self-efficacy overall scores. The second multiple regression found that years of experience were a predictor of self-efficacy in classroom management. Self-efficacy in student engagement was not predicted by any variables. School-level was found to be a predictor of self-efficacy in instructional strategies with the model being statistically significant. Findings indicated that teachers who have more years of experience demonstrated scores that showed a higher level of perceived self-efficacy. School districts need to be patient and understand that novice staff requires time in an effort to build on their self-efficacy.
Download or read book Handbook of Youth Mentoring written by David L. DuBois and published by SAGE Publications. This book was released on 2013-04-30 with total page 601 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.
Download or read book The Impact of Mentoring on New Teacher Self efficacy written by John Craig and published by . This book was released on 2021 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study is to investigate the impact of mentoring on new teachers' self-efficacy. In addition, this study investigated the effects of other independent variables such as mentor gender, content area, years of experience, and training on new teacher self-efficacy. Self-efficacy was measured using the Teacher Sense of Efficacy Scale (TSES), developed by Tschannen-Moran and Hoy (2001). Teachers mentored in twenty-three school districts were asked to complete this survey and the demographic information upon completion of the mentoring experience. The results of t-tests, a one-way between-subjects ANOVAs, and a multiple regression were analyzed to determine if there were any significant differences in teachers' self-efficacy perceptions based on their mentor's gender, content area, years of experience, and training. The results showed statistically significant differences in self-efficacy between new teachers with mentors who had the same content area compared to those who did not. There were no statistically significant differences in average self-efficacy found among groups based on mentor gender, years of experience, and training. Finally, while the overall regression model was significant, the results indicated that none of the individual variables were significant predictors of new teacher self-efficacy.
Download or read book The Effects of Mentoring on Student Teachers Self Efficacy written by Charles O. Rick and published by . This book was released on 2006 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Traditionally, mentoring has been part of the student teaching experience, however mentors may not receive proper training in mentoring, which ultimately impacts self-efficacy or teacher efficacy of student teachers. This quasi-experimental study investigated the effect of mentor training on teacher efficacy. The survey, Teachers' Sense of Efficacy Scale, was given to student teachers twice during student teaching to measure changes in teacher efficacy. The results showed a moderately high sense of teacher efficacy upon entering student teaching and an even higher sense of teacher efficacy at the conclusion of student teaching. Additionally, the analysis of results indicated training the mentor did not significantly contribute to efficacy changes. The role mentors have in assisting student teachers remains an open question"--Abstract, p. iii.
Download or read book The Mentoring Year written by Susan Udelhofen and published by Corwin Press. This book was released on 2003-04-30 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Mentoring Year is rich with experience and new ideas. I endorse it without reservation." Heidi Hayes Jacobs President, Curriculum Designs, Inc. Adjunct Associate Professor, Teachers College, Columbia University "This book contains explicit, step-by-step guidelines to build a program in the real world of schools. The authors demonstrate great empathy for teachers and administrators who confront the challenges facing public schools. They respect the demands placed upon contemporary educators." Rick DuFour Coauthor of Professional Learning Communities at Work "The ′No Child Left Behind′ legislation requires strong teacher indoctrination. The Mentoring Year provides a comprehensive mentor program that gets down into the deep tissue areas. It lays out a grid to link standards to the workplace." Marie Archibee, Supervisor, Professional Development Department of Curriculum Instruction and Technology Nassau BOCES, NY "The authors′ organized step-by-step approach in creating an effective mentoring program has provided me the necessary tools to build a strong in-house mentoring program for all my staff." Joe Novak, Principal Mill Valley High School, Shawnee, KS Use this as a rich and ready-to-go turnkey mentoring program or tailor it to building or district priorities! Promote key characteristics of good mentors; support the needs of new teachers; generate reflection and collaboration. Along with strategies for these mentoring essentials, this program adds critical focus on student learning. Overflowing with rubrics for measuring growth towards best practice, checklists, tools and templates, this program provides every needed element for first-year induction. Further, it provides deep resources to support multi-year professional development and preparation for National Board Certification. Ready-to-go seminars for mentor/mentee communities focus on important themes including assessment, classroom management, instruction, goals, writing a professional development plan, standards, and curriculum. Agendas, timetables, activities, and clear responsibilities for all participants save time and support success. Grounded in The National Board for Professional Teaching Standards (NBPTS) and the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, this program works in any school, district, or state to build expert teachers and lift the level of professionalism throughout the learning community. Resources and special features: Encourages a learning community, team building approach Includes complete plans and materials for mentor/mentee seminars Designed for flexible use either sequentially or around local priorities Depth and adaptability for use as preservice text, new teacher mentoring, and extended professional development. Mentee/Mentor, Administrator, and Coordinator Checklists Mentor for success, student achievement and teacher retention with The Mentoring Year!
Download or read book Investigating the Development of Mentors Self efficacy and Transformation as They Support New Teachers written by Anna Mary Walthall Smith and published by . This book was released on 2018 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: New teachers leave the profession when they do not feel supported by their local schools and when the challenges of teaching outweigh the rewards. Mentor and induction programs intend to provide new teachers with necessary support to encourage new teachers' growth and retention; however, frequently, these programs fall short in meeting the expected outcomes. As a result, new teachers receive sporadic and surface level supports throughout the year which do not increase their success nor their retention. United Public Schools lost approximately 10% of its teachers last year which resulted in the hiring of over 1,200 new teachers either new to the field of education or new to the district. Local schools provide mentor and induction programs to these teachers which produce varying results. The district's Professional Learning department offers to partner with interested schools to develop teacher leaders serving as Lead Mentors through ongoing pr1ofessional development and implementation support in an effort to strengthen the supports new teachers receive. At the beginning of the study, only 35% of local schools participated in the mentor development program. A group of committed stakeholders formed an action research team to investigate mentor development and determine effective scaffolds to support the implementation process. In addition, the team desired to examine how to utilize action research as a process for addressing problems within the organization. Three research questions guided the study: 1. How does the district's mentor development program impact mentors' beliefs and improve mentors' self-efficacy? 2. What is the relationship between mentors' support and new teachers' perceptions of their mentors' support? 3. What does the action research team learn about investigating problems within the organization as they collaboratively develop and implement the mentor development program? The action research process supported the team in addressing an organizational challenge, and the findings revealed the need for mentors to receive ongoing professional learning and implementation support for providing instructional supports to new teachers. Also, the study revealed the individualized nature of the mentors' transformation as they participated in the program and experienced changes in their self-efficacy and beliefs about mentoring.
Download or read book The Effect of Training and Peer Mentor Shadowing Designed to Increase Mentor Capacity on Teacher Mentor Self efficacy written by Teri Thomsen and published by . This book was released on 2018 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences. This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy. The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
Download or read book Gender and Entrepreneurship written by Attila Bruni and published by Routledge. This book was released on 2004-12-16 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking new study considers both gender and entrepreneurship as symbolic forms, looking at their diverse patterns and social representation.
Download or read book Self efficacy and Instructional Leadership written by Julie Diane Helber and published by . This book was released on 2015 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: The responsibility of principals has shifted significantly over the past few decades. During 1960s and 1970s school leaders were expected to be organizers and managers of schools and to serve as buffers to the organization to protect a weak technical core. Standards-based reform, beginning in the 1980s, was in direct conflict with this mindset. Instead of protecting a weak technical core, school leaders had to focus on instruction guided by standards and demonstrate alignment to such standards. Today, there is an increased attention on academic achievement and accountability in schools (Leithwood, Jantzi, & Steinbach, 1999). Principals are being held responsible for the quality of their teaching staff and the results of high stakes assessments. Mentoring programs for practicing principals are limited and those for aspiring principals are inconsistent. Given the changing role of the principal in public education, the researcher conducted this study to determine how mentoring impacts a principal's self-efficacy in instructional leadership. Data were collected through the use of a web-based quantitative survey. A sample size of 505 principals was captured. Principals were asked to characterize their mentoring experience and answer questions that identified their self-efficacy in instructional leadership categories. Data were analyzed using descriptive and inferential statistics, confirmatory factor analysis, and structural equation modeling. Major findings included the following: 1) Principals who were mentored had higher self-efficacy scores in each of the instructional leadership categories; culture, data, and enactment (school improvement, evaluation and curriculum; 2) Suburban school principals ranked their mentoring experiences at a higher level than urban or rural principals; 3) Principals who held doctoral degrees were more efficacious in all three instructional leadership categories; 4) Elementary principals were more efficacious in the use of data to improve instruction; 5) Principals who had served longer tenures had higher self-efficacy scores in building a positive school culture. The results of this research will contribute to the existing knowledge base about the effects of a mentoring program on instructional leadership self-efficacy and will be beneficial to school districts, college and university educational administration programs, and building leaders across the state.
Download or read book A Relative Efficacy Study of Advanced Training Effects on School based Youth Mentors Attitudes and Experience in the Program written by Sharon Elizabeth Garrett and published by . This book was released on 2013 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are currently numerous mentoring programs being implemented across the country. However, research pertaining to the mentors in the mentoring equation is limited. Furthermore, research involving the effects of mentor training is also scarce. This study tested the impact of providing eight hours of theory-based advanced mentor training to school-based mentors. All mentors (n = 149) received basic training from the local community agency that placed the university undergraduate teacher-in-training mentors with youth in schools. In addition, four advanced, one-hour PowerPoint trainings from the Cross-age Mentoring Program Training Guide (Karcher, 2012) and four follow-up reflection trainings were provided to the mentors. Six classes of university students participated, and the students in all classes were required to mentor in the schools as part of the class. The advanced training was provided to two classes (intervention group) of university students as the supplement to the basic training. In four other classes (comparison group), a cultural awareness activity was required as the supplement to the basic training. This relative efficacy quasi-experimental study tested the effects of participating in advanced mentor training by comparing the comparison and intervention group on mentors' perceptions of program quality, as well as on their self-reported mentor self-efficacy, attitudes toward youth, growth mindset, and mentoring relationship quality after one academic semester. These effects were measured using variables collected through surveys completed at the start and the conclusion of the semester. Results suggest that, compared to those in the cultural enrichment condition, students in the advanced training reported higher mentor self-efficacy at the end of the semester. There were no differences between the experimental conditions on perceptions of program quality. Furthermore, training effects on mentoring relationship quality, growth mindset, and attitudes towards youth could not be tested because necessary assumptions for the statistical tests were not met. The findings from this study suggest that additional or ongoing training, beyond traditional orientation and basic training, may help improve mentors' beliefs about their potential success as mentors.
Download or read book The Impact of Faculty Mentoring on Self efficacy and College completion Perceptions in At risk Undergraduate Public Health Students written by Lauren Nicole Savaglio and published by . This book was released on 2019 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the impact of a mentoring program on self-efficacy beliefs. High-risk undergraduate students at Arizona State University majoring in Public Health and other closely-related fields represent this study's sample. Bandura's Self-Efficacy Theory guides this study's theoretical framework. This study used a mixed method, action research design. Participants took a pre-test that measures their self-efficacy and registered the barriers to their academic success; following that, they enrolled and participated in a mentoring program. Upon completion of the program, they completed a post-test to evaluate any changes to their perspectives. Non-parametric Wilcoxon signed-rank tests were applied to the surveys. Throughout the mentoring program, participants completed field notes and I completed a journal about our interactions. These, along with two focus group discussions, were analyzed using grounded theory in addition to the pre- and post-tests. The surveys found that the mentoring program impacted their self-efficacy in overcoming educational barriers the qualitative data showed a strong correlation between the intervention and perceived confidence. This included their perceived ability to perform difficult or unusual tasks, but also their ability to overcome barriers.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Across the Domains written by Andrea M. Kent and published by IAP. This book was released on 2018-01-01 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the Domains presents research that points to what “really matters” in what is such a complex field of practice. Across the Domains consists of twelve chapters. Both formal and informal mentoring programs are examined, from the perspective of both the mentor and mentee. There are traditional mentor-mentee relationships, e-mentoring, face-to-face mentoring, and blended mentoring studies. Included are mentors from higher education, school-based administrators, teacher leaders, and classroom teachers. Represented is both a national and international perspective. Questions for chapter reflection are included. This book is written for university faculty teaching and interested in furthering the research, development, and dissemination of mentoring programs in Teacher Education, Educational Leadership and Higher Education Programs. In addition, this book would be beneficial for leaders of mentoring initiatives at a State Department of Education; P-12 Central Office Staff Program, Professional Developers, and School-based leaders; and researchers and practitioners who are members of organizations focused on mentoring.
Download or read book Efficacy of Mentoring Program on K 12 Novice Teachers written by Brett M. James and published by . This book was released on 2012 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined the overall satisfaction of novice teachers within the first year of teaching by providing guidance through a veteran or more experienced teacher who served as a mentor. Study findings offered educators an awareness of teacher mentor program efficacy in a rural Southern United States school district. Through an examination of the state of Georgia's current mentor teacher program and prior analyses of this policy, this study provided information on current practices common throughout Georgia and other states. A portion of this study focused on the dilemma of teacher attrition and current state and national statistics. With a significant portion of school system funds being lost each year due to the loss of novice teachers, it was determined professional development programs needed to be re-evaluated to increase retention. Additionally, teacher satisfaction and long-term commitment were not positively or negatively impacted by participation in a formal mentoring program.
Download or read book Mentoring In Health Professions Education written by Alice Fornari and published by Springer Nature. This book was released on 2022-01-11 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: This IAMSE Manual, Mentoring Across the Continuum, is a product of its co-editors' and authors’ lifetime work in mentoring faculty and studying the impact of this mentoring. The book defines the field of academic medicine as highly dependent on finding and relating to mentors at virtually every stage of a doctor's career. It describes and analyzes successful mentor/mentee relationships, examining the authors' personal experiences, as well as a data-driven approach, to explore the many different roles and perspectives on mentoring relationships and ultimately the mentoring culture. The editors look at the data with respect to the success of different strategies in mentoring, as well as different structures of diverse mentoring programs. As well, proven ways to deliver these programs successfully for all professionals who lead mentoring programs or are active participants as mentees. There is a special emphasis on the mentoring of medical educators. However, the themes explored in this book are generalizable beyond the medical educator to include diverse academic roles across the continuum. In particular, enumerating the many specific roles of a mentor beyond just the traditional concepts adds breadth and depth to understanding what can be gained from mentor-mentee relationships. This Manual is a valuable resource for clinicians, educators, and trainees in addition to anyone involved in medical education and progressing through the stages of practicing, teaching, and learning in medicine. This Manual represents a meaningful addition to the literature on this most important professional subject.
Download or read book The Organizational and Human Dimensions of Successful Mentoring Programs and Relationships written by Frances K. Kochan and published by IAP. This book was released on 2002-08-01 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring has become an important aspect of professional development in a wide variety of fields such as education engineering and business. There is an increased interest in the topic on a global scale. Research indicates that those who receive mentoring rise faster in their organizations and have more success in their careers than those who do have this experience. This series will focus on various aspects of the mentoring process. This book examines mentoring with a focus on enhancing opporutnities for those traditionally ignored in the mentoring process. It includes chapters about mentoring in a variety of settings with varied populations to capture the essence of the experience. The editor gleans the chapters to present an analysis of the organizational factors which should be considered when designing a mentoring program and the human side of the mentoring process. The book should be of interest to those who want to foster the success of others through organizational mentoring intitiatives as well as to individuals who wish to partiicpate in mentoring endeavors as a mentor or mentee.
