Date of Award
2-22-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Second Advisor
Ella Benson
Committee Members
Andrew Watson
Call Number
LD 251 .A566d 2023 P46
Abstract
The purpose of this study is to understand how beginning teachers’ self-efficacy changes after working with a mentor in Mountain West School District as a response to the problem of increasing teacher attrition rates. Social cognitive theory is used to explain the impacts on beginning teachers’ self-efficacy. Using a qualitative phenomenological approach, qualitative data will be collected through focus groups, interviews, and questionnaires from both beginning teachers and their mentors. Themes drawn from this study include mentorship, new learning, teacher support, and self-doubt. Findings illustrate how mentors can provide beginning teachers support for the demands of the teaching profession. The conclusion of this study suggests mentorship as a proposed solution to increasing beginning teacher retention. This study is significant because it offers evidence that beginning teacher self-efficacy changes with support. The implications for future research include how the mentors’ level of training impacts beginning teacher self-efficacy.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Peters, Emily Alison, "A Mentor's Effect on Beginning Teacher Self-Efficacy" (2024). Student Theses and Dissertations. 120.
https://arch.astate.edu/all-etd/120
