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The Perceived Efficacy of a Proactive Mentor Program on Teacher Retention Rates in a Rural North Carolina County

出版	University of North Carolina at Charlotte, 2002
URL	http://books.google.com.hk/books?id=jM5WnQEACAAJ&hl=&source=gbs_api

註釋ABSTRACT: First, second, and third year teachers from a small rural county in North Carolina responded to a survey that ranked their perceptions of the county's mentor program. Qualitative input from twelve new teachers was gathered as well to add depth to the study. Comparison studies were made based on years of experience that the new teacher had, lateral entry or initially certified, and their intent to stay in teaching or not. The new teachers gave their views on the quality of the mentor program in their district. All teachers gave their opinion on what type of assistance they believed should be provided to all first, second, and third year teachers. The study divided the perceptions of the mentor program into three different categories: structure of the mentor program, mentor/mentee relationship, and mentor assistance. The results of the study suggested that a mentor program is perceived to have a positive relationship to higher teacher retention rates. A structured mentor program, mentor-mentee compatibility, regular meetings and observations, and mentor training were key components of a good mentor program identified by the participants. The data from this study reflected the need for administrators to build a mentor program starting with a few select teachers who honestly want to help new teachers. New teachers believed that if the school district and the individual schools were committed to providing ongoing support to mentees, the schools would retain more teachers in the local classrooms.