2.1 Mentors’ views of factors essential for the success of beginning  (Page 4/11)

Instrumentation

A self-administered survey instrument created by the senior researcher was used to collect data. The instrument was developed by reviewing the extant research literature and then creating a matrix of key terms associated with successful teacher mentoring programs. Mentor teacher responses to the 27 survey questions were measured on a Likert-format scale with a range of scores of 4 (absolutely essential), 3 (mostly essential), 2 (somewhat essential), 1 (not essential) and d (uncertain) to the retention of beginning teachers. For the variable of teacher involvement/support, the following factors were examined: (a) Positive role models; (b) Collaboration with first year teachers; (c) Lessons and materials; (d) Active participation with the mentor; (e) Meetings regarding student discipline; (f) Communication through newsletter, memos, and e-mails; (g) Support from other teachers who serve as informal mentors’(h) A climate that encourages seeking assistance; (i) Year round support that started before school year; and, (j) Professional materials (articles or newsletters) to help grow professionally. Concerning the variable of staff development, the following factors were investigated: (a) Classroom management included in staff development; (b) Working within a team for collaboration and support; (c) Review assessment practices; (d) Review motivational strategies; (e) Training on dealing with difficult students; (f) Received staff development on teaching strategies; (g) Involved in staff development activities designed for first-year teachers; (h) Staff development in how to work with or conference with parents; (i) Assistance in developing my professional goals; and, (j) Provided orientation to include procedures for doing tasks and guidelines.

In this study, the variable of administrative support consisted of the following factors: (a) Monitor the first-year teacher; (b) Frequent walk throughs are accomplished; (c) Assist with hallway monitoring; (d) Assist with student discipline; (e) Allow time for mentee to do classroom observations; (f) Carefully select mentors and match mentor/mentee grade levels and subject area; (g) Assign fewer professional responsibilities to mentees; (h) Mentees are given the opportunity to observe the practices of highly effective, experienced teachers to learn from them; (i) Mentees received helpful support from central office administrators; and, (j) Mentees must have an experienced teacher or administrator to observe. Regarding the variable of resources/materials, the following factors were investigated: (a) Technology training to incorporate into lessons; (b) Assistance in the creation of student learner lessons that engage students; (c) Teaching supplies that aid for hands on lessons are available; (d) Review the teacher handbook of all district/campus policies; (e) Information about what to expect from mentoring program; (f) Provide printed materials about employment and school regulations; (g) Received important resource/materials to begin my teaching experience; (h) Have been part of an induction program that has well defined goals about what it is intended to do; (i) My mentee and I have coordinated schedules so we can meet regularly; and (j) Have had help creating a portfolio for my professional growth.