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The Effects Of Mentoring On Student Teachers Self Efficacy
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Book Synopsis The Effects of Mentoring on Student Teachers' Self Efficacy by : Charles O. Rick
Download or read book The Effects of Mentoring on Student Teachers' Self Efficacy written by Charles O. Rick and published by . This book was released on 2006 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Traditionally, mentoring has been part of the student teaching experience, however mentors may not receive proper training in mentoring, which ultimately impacts self-efficacy or teacher efficacy of student teachers. This quasi-experimental study investigated the effect of mentor training on teacher efficacy. The survey, Teachers' Sense of Efficacy Scale, was given to student teachers twice during student teaching to measure changes in teacher efficacy. The results showed a moderately high sense of teacher efficacy upon entering student teaching and an even higher sense of teacher efficacy at the conclusion of student teaching. Additionally, the analysis of results indicated training the mentor did not significantly contribute to efficacy changes. The role mentors have in assisting student teachers remains an open question"--Abstract, p. iii.
Book Synopsis The Impact of Mentoring on New Teacher Self-efficacy by : John Craig
Download or read book The Impact of Mentoring on New Teacher Self-efficacy written by John Craig and published by . This book was released on 2021 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study is to investigate the impact of mentoring on new teachers' self-efficacy. In addition, this study investigated the effects of other independent variables such as mentor gender, content area, years of experience, and training on new teacher self-efficacy. Self-efficacy was measured using the Teacher Sense of Efficacy Scale (TSES), developed by Tschannen-Moran and Hoy (2001). Teachers mentored in twenty-three school districts were asked to complete this survey and the demographic information upon completion of the mentoring experience. The results of t-tests, a one-way between-subjects ANOVAs, and a multiple regression were analyzed to determine if there were any significant differences in teachers' self-efficacy perceptions based on their mentor's gender, content area, years of experience, and training. The results showed statistically significant differences in self-efficacy between new teachers with mentors who had the same content area compared to those who did not. There were no statistically significant differences in average self-efficacy found among groups based on mentor gender, years of experience, and training. Finally, while the overall regression model was significant, the results indicated that none of the individual variables were significant predictors of new teacher self-efficacy.
Book Synopsis The Analysis of a Multi-year Mentoring Program and Its Long-term Effects on Teacher Self-efficacy by : Kelly Marzocchi
Download or read book The Analysis of a Multi-year Mentoring Program and Its Long-term Effects on Teacher Self-efficacy written by Kelly Marzocchi and published by . This book was released on 2021 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing novice staff through induction programs is essential for teacher retention and student achievement. The purpose of the current research was to determine the impact of teacher participation in a multi-year mentoring program, teachers' years of experience, and school-level taught as they relate to the self-efficacy scores of teachers. A non-experimental design was conducted with data collected through online surveys, voluntarily completed by 110 teachers across grades K-12, from a suburban school district nearby a large metropolitan city in the northeastern United States. The Teachers' Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) was used to measure teacher self-efficacy in the following areas; (1) classroom management, (2) instructional strategies, (3) student engagement, and (4) self-efficacy overall. Independent variables included (1) teachers' years of experience (less than five years, five to fifteen years, more than fifteen years), (2) participation in a multi-year mentoring program (present participant, past participant, non-participant), and (3) school level (elementary school, grades K-6, middle school, grades 7-8, high school, grades 9-12). A three-way ANOVA and multiple regression analyses were utilized to examine the variables. Results showed a significant interaction between years of experience and participation in a multi-year mentoring program. Post hoc main effects showed a significant mean difference between non-participants who taught for five to fifteen years and non-participants who taught for more than fifteen years. Furthermore, a significant mean difference was found between teachers who were non-participants and past participants who have taught for more than fifteen years. Four multiple regression analyses were conducted to examine the relationship between teachers' perceived self-efficacy across various areas and potential predictor variables including total years of experience, participation in a multi-year mentoring program, and school-level taught. The first multiple regression analysis found that the potential predictor variables were not predictors of self-efficacy overall scores. The second multiple regression found that years of experience were a predictor of self-efficacy in classroom management. Self-efficacy in student engagement was not predicted by any variables. School-level was found to be a predictor of self-efficacy in instructional strategies with the model being statistically significant. Findings indicated that teachers who have more years of experience demonstrated scores that showed a higher level of perceived self-efficacy. School districts need to be patient and understand that novice staff requires time in an effort to build on their self-efficacy.
Book Synopsis The Influence of Student Teacher Mentoring on Teacher Self-efficacy in New Jersey by : Susan S. Elias
Download or read book The Influence of Student Teacher Mentoring on Teacher Self-efficacy in New Jersey written by Susan S. Elias and published by . This book was released on 2016 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Mentor's Effect on Beginning Teacher Self-efficacy by : Emily Peters
Download or read book A Mentor's Effect on Beginning Teacher Self-efficacy written by Emily Peters and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309497299 Total Pages :307 pages Book Rating :4.3/5 (94 download)
Book Synopsis The Science of Effective Mentorship in STEMM by : National Academies of Sciences, Engineering, and Medicine
Download or read book The Science of Effective Mentorship in STEMM written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-01-24 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
Book Synopsis The Effect of Online Mentoring on Teacher Self-efficacy of Preservice Physical Education Teachers During Initial Field-based Teaching Settings by : Patricia Lynch McDiarmid
Download or read book The Effect of Online Mentoring on Teacher Self-efficacy of Preservice Physical Education Teachers During Initial Field-based Teaching Settings written by Patricia Lynch McDiarmid and published by . This book was released on 2006 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Self-Efficacy in Action by : Freddie A. Bowles
Download or read book Self-Efficacy in Action written by Freddie A. Bowles and published by Rowman & Littlefield. This book was released on 2017-01-23 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-efficacy, according to Bandura (1977), is defined as “beliefs in ones capabilities to organize and execute the courses of action required to produce given attainments.” Applying Bandura’s essential theory, this captivating book provides a practitioner-friendly overview of the concepts, vocabulary, practices, and contexts related to teacher self-efficacy. The members of the Association of Teacher Educators’ Commission on Self-Efficacy share their knowledge and expertise written as case studies for readers to become more aware of teacher self-efficacy. Self-Efficacy in Actionengages readers in the meaningful discussions of practices and purposes of teacher self-efficacy to advance professionalism. The combination of vignettes, content, discussion questions, and resources guide and support educators and teacher candidates to appreciate the benefits of professional growth and development focused on enhancing self-efficacy for the benefit of student learning and achievement.
Book Synopsis Mentoring Processes in Higher Education by : DeAnna M. Laverick
Download or read book Mentoring Processes in Higher Education written by DeAnna M. Laverick and published by Springer. This book was released on 2016-06-21 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book portrays the various ways in which mentoring occurs in higher education. Targeting the stakeholders who benefit from mentoring, namely faculty, graduate and undergraduate students, and their professional colleagues, this book supports those who are involved in the mentoring process. It synthesizes the professional literature on mentoring and shares examples of effective practices that address the needs of mentors and their protégés. The book describes mutual benefits of mentoring, along with the characteristics of effective mentors and the ways in which they may support their protégés. The relationships discussed in Mentoring Processes in Higher Education surround mentoring new faculty; peer mentoring for professional development; mentoring through research, scholarship, and teaching opportunities; and mentoring through field experiences, athletics, and student organizations. The book shares the voices of mentors and their protégés as it illustrates how mentoring relationships form the basis for reflection, a transaction of ideas, and growth in knowledge and skills to ultimately advance the institution and field through a collaborative environment in which stakeholders thrive and are valued for their contributions. The cyclical effect of positive mentoring is illuminated through real-life examples that show how protégés eventually become mentors in a continual process of support.
Book Synopsis Investigating the Development of Mentors' Self-efficacy and Transformation as They Support New Teachers by : Anna Mary Walthall Smith
Download or read book Investigating the Development of Mentors' Self-efficacy and Transformation as They Support New Teachers written by Anna Mary Walthall Smith and published by . This book was released on 2018 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: New teachers leave the profession when they do not feel supported by their local schools and when the challenges of teaching outweigh the rewards. Mentor and induction programs intend to provide new teachers with necessary support to encourage new teachers' growth and retention; however, frequently, these programs fall short in meeting the expected outcomes. As a result, new teachers receive sporadic and surface level supports throughout the year which do not increase their success nor their retention. United Public Schools lost approximately 10% of its teachers last year which resulted in the hiring of over 1,200 new teachers either new to the field of education or new to the district. Local schools provide mentor and induction programs to these teachers which produce varying results. The district's Professional Learning department offers to partner with interested schools to develop teacher leaders serving as Lead Mentors through ongoing pr1ofessional development and implementation support in an effort to strengthen the supports new teachers receive. At the beginning of the study, only 35% of local schools participated in the mentor development program. A group of committed stakeholders formed an action research team to investigate mentor development and determine effective scaffolds to support the implementation process. In addition, the team desired to examine how to utilize action research as a process for addressing problems within the organization. Three research questions guided the study: 1. How does the district's mentor development program impact mentors' beliefs and improve mentors' self-efficacy? 2. What is the relationship between mentors' support and new teachers' perceptions of their mentors' support? 3. What does the action research team learn about investigating problems within the organization as they collaboratively develop and implement the mentor development program? The action research process supported the team in addressing an organizational challenge, and the findings revealed the need for mentors to receive ongoing professional learning and implementation support for providing instructional supports to new teachers. Also, the study revealed the individualized nature of the mentors' transformation as they participated in the program and experienced changes in their self-efficacy and beliefs about mentoring.
Book Synopsis The Effects of a Holistic School-based Mentoring Program on Middle School At-risk Students by : Stacy Edwin Calton
Download or read book The Effects of a Holistic School-based Mentoring Program on Middle School At-risk Students written by Stacy Edwin Calton and published by . This book was released on 2010 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Training and Peer Mentor Shadowing Designed to Increase Mentor Capacity on Teacher Mentor Self-efficacy by : Teri Thomsen
Download or read book The Effect of Training and Peer Mentor Shadowing Designed to Increase Mentor Capacity on Teacher Mentor Self-efficacy written by Teri Thomsen and published by . This book was released on 2018 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences. This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy. The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
Book Synopsis Adolescence and Education by : Frank Pajares
Download or read book Adolescence and Education written by Frank Pajares and published by Information Age Pub Incorporated. This book was released on 2000-09-05 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Devoted to understanding and enhancing the education of adolescent students, this title covers areas including: the social structure of the American high school; social relationships and school adjustment; motivation in adolescence; race and gender influences on teen parenting; and school violence.
Book Synopsis Mentoring for Wellbeing in Schools by : Benjamin Kutsyuruba
Download or read book Mentoring for Wellbeing in Schools written by Benjamin Kutsyuruba and published by IAP. This book was released on 2024-01-01 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or proteges and mentors in K-12 school settings. At its core, mentoring is about helping, advising, supporting, and guiding mentees and proteges to gain a wide variety of skills, abilities, and/or attributes. Another outcome of mentoring, less often discussed, is the positive impact it can have on the mental health and wellbeing of both the mentor and mentee. Of particular interest for this edited volume is how mentoring can promote mental health, build resilience, and develop capacity to maintain and sustain emotional, psychological, and social wellbeing for all in the K-12 school settings. The notion of wellbeing, in general, includes both hedonic aspects of feeling good (positive emotions) and eudemonic (conducive to happiness) aspects of living well that entail experiences of positive relationships, meaningfulness in life and work, senses of mastery and personal growth, autonomy, and achievement. This edited volume expands and adds to the existing literature on mentoring in schools, by offering a collection of works that examine the connection between mentorship and wellbeing. This volume includes chapters that describe effective mentoring for wellbeing, detail positive approaches to mentoring youth, offer recommendations for growing the wellbeing of pre-service teachers, early career teachers, and mid-late career teachers, illustrate approaches to growing a community of educators through mentoring and developing teacher leaders as agents of change and facilitators of wellbeing, and discuss studies and models for nurturing and promoting wellbeing among and through school leaders in national and international settings. Through these chapters, authors advocate for greater attention to how to support and nurture wellbeing as central to mentorship efforts in K-12 school settings. ENDORSEMENTS: "Mentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors’ support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work." — Carol A. Mullen, Virginia Tech "Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals." — Andrew J. Hobson, University of Brighton, UK
Book Synopsis The Effects of Being a Mentor on High School Students' Self-efficacy and Communication Skills Development by : Annemarie Wagner-Fehn
Download or read book The Effects of Being a Mentor on High School Students' Self-efficacy and Communication Skills Development written by Annemarie Wagner-Fehn and published by . This book was released on 2007 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Faculty Mentoring on Self-efficacy and College-completion Perceptions in At-risk Undergraduate Public Health Students by : Lauren Nicole Savaglio
Download or read book The Impact of Faculty Mentoring on Self-efficacy and College-completion Perceptions in At-risk Undergraduate Public Health Students written by Lauren Nicole Savaglio and published by . This book was released on 2019 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the impact of a mentoring program on self-efficacy beliefs. High-risk undergraduate students at Arizona State University majoring in Public Health and other closely-related fields represent this study's sample. Bandura's Self-Efficacy Theory guides this study's theoretical framework. This study used a mixed method, action research design. Participants took a pre-test that measures their self-efficacy and registered the barriers to their academic success; following that, they enrolled and participated in a mentoring program. Upon completion of the program, they completed a post-test to evaluate any changes to their perspectives. Non-parametric Wilcoxon signed-rank tests were applied to the surveys. Throughout the mentoring program, participants completed field notes and I completed a journal about our interactions. These, along with two focus group discussions, were analyzed using grounded theory in addition to the pre- and post-tests. The surveys found that the mentoring program impacted their self-efficacy in overcoming educational barriers the qualitative data showed a strong correlation between the intervention and perceived confidence. This included their perceived ability to perform difficult or unusual tasks, but also their ability to overcome barriers.
Book Synopsis The Impact of Instructional Coaching on the Self-efficacy of Beginning Teachers in the Facilitation of Student Learning by : Shanon White
Download or read book The Impact of Instructional Coaching on the Self-efficacy of Beginning Teachers in the Facilitation of Student Learning written by Shanon White and published by . This book was released on 2017 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to examine the impact of instructional coaching on the self-efficacy of beginning teachers in the facilitation of student learning. Beginning teachers are still learning their craft when they enter the teaching profession. Research indicates that schools are losing beginning teachers before they have adequately developed their abilities. Many systems are providing support to beginning teachers through mentoring and instructional coaching. It is essential that schools support beginning teachers as they hone their abilities to facilitate learning in their classrooms. To best meet the needs of beginning teachers, an understanding of best practices for coaching needs to be developed. -- This case study utilized the mixed-methods approach to collect and analyze data to advance an understanding of how instructional coaching impacts the facilitation of learning for beginning teachers. In order to gather data to determine the impact of instructional coaching, the following data collection tools were utilized: teacher surveys, focus groups, and individual teacher interviews. Quantitative data gathered from survey responses were analyzed using descriptive statistics, primarily frequency distributions, mean scores, and percent positive by item, element, and construct; the researcher also chose to cross tabulate specific items to better understand correlations. Qualitative data were gathered from individual interviews and compared to find areas of convergence. -- The data suggest that beginning teachers perceive that working with instructional coach mentors has a positive impact on their own self-efficacy. Additionally, beginning teacher responses indicated that more time with their coaches would be helpful, but more focused time with their coaches would also be of benefit. The findings can be used by districts to assess and inform their own mentoring and induction programs.
