The role of the mentor teacher in developing beginning classroom teachers : the perspective from selected exemplary school districts in the United States

Abstract

The purpose of this research had a three-fold approach: to gather data to assist in defining the role of the mentor teacher, to provide information pertaining to perceptions of the role of the mentor within the exemplary districts, and to ascertain the possible presence and extent of differences in perceptions between the two groups surveyed - mentor teachers and administrators. Through contact with each of the fifty states, identification was made of forty-seven exemplary districts with mentor programs. One hundred and nineteen participants responded to a survey instrument that investigated a commonality of selection of mentors, the type(s) and degree of training provided for mentors, the responsibilities and roles of mentors, and the degree of job satisfaction and program effectiveness found within each mentor program. Descriptive statistics for demographic information were used and the data were analyzed using frequencies, percentages, means, and standard deviations. The research indicated a commonality in selection of mentors based on experience, an advanced degree, and principal selection Patterns in training included participation in program orientation, training manuals, formative and summative evaluation forms, and additional training time relating to mentor roles and responsibilities. The latter necessitated at least part-time release for classroom duties to conference and observe the beginning teacher while allowing time for adequate feedback to transfer skills effectively. Most mentors did not attend training sessions as a team with their beginning teacher. The heaviest responsibility of mentoring was found in being an anchor of stability for the new teacher by providing emotional support and counseling. The benefits of mentoring appeared to be enhanced by a monetary supplement. In relation to job satisfaction, mentors felt that they were the most important person in providing assistance to the beginning teachers. Each participant rated the program effectiveness a four on a Likert scale of one to five with five being highly effective. A discrepancy in the satisfaction of the mentor role and choosing to be a mentor again occurred with time management and with local districts allowing more release time for the mentors to perform their duties. Additional findings were discussed, and recommendations made for further research.