Induction, Mentoring, and Coaching of Novice Performance Arts Educators

Abstract

The purpose of this study was to obtain the outlooks to characterize the types of induction, mentoring, and instructional coaching supports provided to novice performance arts educators. An explanatory sequential mixed methods approach was used with an emphasis placed on the qualitative data collected to develop not only characterize the outlook on supports provided, but also develop suggestions for developing or improving programs of support for new performance arts teachers. Phase one of the study used a modified version of the Novice Teacher Support Structure Evaluation Survey to collect Likert-type responses from participants (n=55) in four areas of support (administrative support, mentoring support, preservice course preparation, and performance arts teacher support). Descriptive statistics were analyzed from the quantitative data to develop the characterization of respondents agreement with the Likert-type questions within the NTSSES survey. Heterogeneous sampling was used to select six respondents were for phase two of the study by participant in in-depth open-ended interviews. Three of the participants were classified as having positive experiences while the other three were classified as having negative experiences with the supports they were provided. Interview data was analyzed using multiple rounds of in vivo coding to develop major themes. Results from the study showed an overall lack of quality support being provided to novice performance arts teachers. Common issues and positive aspects of support were found between the participants. However, even participants classified as having positive experiences had issues with the supports they were provided. Suggestions for improvement were provided by all participants in the study. These suggestions had a major impact on the artifacts created as a result of this record of study.