Mentorship Matters: Strategies for Nurturing and Sustaining Growth in Beginning Teachers

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dc.contributor.authorCalbick, Kevin
dc.date.accessioned2023-10-13T20:27:22Z
dc.date.available2023-10-13T20:27:22Z
dc.date.issued2023-09
dc.description.abstractThis capstone study examines existing literature pertaining to mentoring beginning teachers within a K-12 school setting. Current challenges in the education system, such as high attrition rates among beginning teachers, due to inadequate support from administration and colleagues, and insufficient preparedness post-graduation, underscore the need for effective mentoring. Scholarly sources reveal that mentoring benefits beginning teachers by enhancing job satisfaction and developing professional skills. It also serves as a beneficial experience for mentors, offering them a platform to share expertise and refine their teaching practices and career objectives. This capstone study concludes with recommendations for beginning teachers, mentors, and school and district administrators. These suggestions aim to improve the professional lives of beginning teachers and mentors and offer guidance to administrators seeking to integrate mentoring within their schools and districts.
dc.identifier.urihttps://hdl.handle.net/20.500.11803/2332
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectbeginning teachers
dc.subjectattrition
dc.subjectmentoring
dc.subjectjob satisfaction
dc.subjectmentors
dc.subjectmentorship in education
dc.subjectteacher induction programs
dc.subjectteacher retention
dc.subjectsupporting beginning teachers
dc.titleMentorship Matters: Strategies for Nurturing and Sustaining Growth in Beginning Teachers
dc.typeCapstone
thesis.degree.disciplineLeadership
thesis.degree.grantorCity University of Seattle (CityU)
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
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