Teacher attrition affects both the stability and quality of schools. Nearly 24% of teachers leave after one year, 33% leave after three years, and 40-50% leave within their first five years (Geiger & Pivovarova, 2018). Effective mentorship programs can effectively assist teachers in overcoming the challenges that lead to resignation. This study implemented a teacher mentorship program where the mentor was a teacher educator who had worked with the mentees in their undergraduate program. Utilizing a qualitative approach, the study examined first-year teachers’ performance through monthly field observations, interviews, and self-reflections. Themes emerged that are critical to a first-year teacher’s performance: (a) increased instructional effectiveness; (b) relinquish survival mode, and (c) effective management.
Stapp, Alicia C.; Prior, Laura F.; and Harmon, Catherine
"The Relationship Between a University-Based Mentorship Program and First-Year Teachers’ Performance,"
Northwest Journal of Teacher Education: Vol. 14
, Article 7.
Available at: https://pdxscholar.library.pdx.edu/nwjte/vol14/iss1/7