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Perceptions: Are Mandatory Mentoring Programs Contributing To Beginning Teachers' Retention In Urban Public School Settings In Northern New Jersey?, Ronnie Estrict
Seton Hall University Dissertations and Theses (ETDs)
The research performed for this study examined the perceptions of beginning teachers who participated in mandatory mentoring programs, to discover whether such programs contributed to teacher retention in urban public settings in Northern New Jersey. Characteristics found to have an influence on beginning teachers’ retention rate in the existing literature were evaluated and reported. The interview questions were developed based on the literature review and advice from a jury of expert administrators. The beginning teachers participated in semi-structured interviews lasting 45 minutes each to provide insight into their experiences, their participation in mentoring programs, and their view of the teaching ...