Mentoring Of Beginning Teachers Research Articles

Trends in Mentoring of Beginning Teachers in Government Secondary Schools of Rukwa Region, Tanzania

The study aimed to explore trends in the mentoring of beginning teachers to enhance pedagogical skills in selected government secondary schools in the Rukwa Region, Tanzania. The study employed the qualitative research approach and the exploratory single case study design. Through purposive criterion sampling, the study involved 15 beginning teachers, 28 experienced teachers, and 11 Heads of Departments, following their roles and responsibilities of coaching, mentoring, guiding, counselling, supervising, assessing, and providing mentorship. The study further included seven heads of school and two District Secondary Education Officers, selected through purposive sampling. The study revealed that the effectiveness and achievement of mentorship practices in secondary schools depended on personal passion and commitment of both beginning teachers and experienced teachers. The positive regard of heads of schools and education officials towards mentorship triggered mentoring practices. The study recommended that it is vital for the ministries responsible to institutionalise school-based mentorship programs by releasing policies, enacting laws, and producing circulars and guidelines to enforce schools implement mentoring in specific and systematic procedures. The study also recommended that authorities should develop common assessment tools for assessing mentorship progress among beginning teachers across schools.

Beginning Teacher Mentoring: Associations between Mentoring Experiences and Stress among First Year Teachers

Supporting and retaining U.S. K-12 beginning teachers remains a problem and has been linked to early career stress. Although teacher induction programs for beginning teachers have flourished in recent decades, beginning teacher stress persists and can undermine their occupational health. Teacher mentoring has been identified as an important way to support beginning teachers. To add to the literature in this area, the present study examines associations between mentoring experiences and first-year teacher stress. Using 1,980 responses to the 2007-08 Beginning Teacher Longitudinal Survey, scale scores were created for teacher appraisals of demands and resources and mentoring frequency and helpfulness. Teachers who identified classroom demands as exceeding resources (32.8%) reported significantly fewer (d = .20) and less helpful mentoring experiences (d = .19) than teachers rating demands and resources as equal. Teachers with higher resources than demands (21.9%) reported significantly greater (d = .20) and more helpful mentoring experiences (d = 0.32).

Learning to Teach: An Agenda for Research on the Induction and Mentoring of Beginning Teachers

Learning to Teach: An Agenda for Research on the Induction and Mentoring of Beginning Teachers

The Relationship between School Organizational Culture, Beginning Teacher Mentoring and Their Adaptation to Teaching Profession

The Relationship between School Organizational Culture, Beginning Teacher Mentoring and Their Adaptation to Teaching Profession