東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Coaching and Mentoring: The Impact of Two Induction Programs on the Perceived Self-Efficacy of First-Year Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Coaching and Mentoring: The Impact of Two Induction Programs on the Perceived Self-Efficacy of First-Year Teachers./
Author:	Hooser-Kelley, Christine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	119 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496671
ISBN:	9798538111237

Coaching and Mentoring: The Impact of Two Induction Programs on the Perceived Self-Efficacy of First-Year Teachers.
Hooser-Kelley, Christine.

Coaching and Mentoring: The Impact of Two Induction Programs on the Perceived Self-Efficacy of First-Year Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 119 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (D.Ed.)--Tarleton State University, 2021.

This item must not be sold to any third party vendors.

Significant numbers of early career teachers decide to leave the profession every year. National data indicate that more than 44% of teachers leave the profession within five years and teachers in high-needs schools are more apt to leave after the first year. Attrition is a salient concern for the field of education because of its financial impact, contribution to the national teacher shortage, and ultimately its impact on the quality of instruction.Research has shown that teachers who participate in high-quality induction programs have higher levels of job satisfaction, commitment, and retention (Ingersoll & Strong, 2011). Teachers also demonstrate more effective teaching practices.While the literature articulates the need for high-quality teacher induction programs, there is little empirical research regarding what supports are most effective. The research that does exist has used various methods for measuring the effectiveness of programs and has garnered mixed results. The purpose of this study was to compare the effects of a coaching model and a mentoring model on the perceived self-efficacy of first-year teachers. Self-efficacy was utilized to measure the effectiveness of the two induction programs because self-efficacy has been shown to impact both instructional quality and retention of teachers.One hundred forty-three teachers completed the Teachers' Sense of Efficacy Scale (TSES) after their first year of teaching. Sixty-five teachers participated in a coaching model, while 78 participated in a mentoring model. The TSES contained three subscales that measured efficacy for student engagement, instructional strategies, and classroom management.Data were carefully screened for outliers and all statistical assumptions were met. Inferential analysis was conducted utilizing a one-way multivariate analysis of variance (MANOVA). The data indicated that there was not a significant difference between the mean scores for the coaching model and the mentoring model participants on any of the three subscales.School context and level of principal support may have impacted the results of the study. Additional research is needed to ascertain the effectiveness of coaching and mentoring on the retention and development of new teachers. It should avoid the limitations of the present study by obtaining pretest efficacy scores to determine the growth of teacher efficacy, obtaining buy-in from campus principals, and by ensuring that school conditions for both groups are more similar.Previous research (Gardiner, 2012) indicated that new teachers in high needs schools often receive inadequate support. However, data from the current study showed that there was not a difference in efficacy for teachers who participated in the coaching model, suggesting that given the school context, the impact of coaching may be greater than the data implies. Additionally, the results of the current study suggested that when mentoring is not possible on a campus, coaching may provide an acceptable proxy.

ISBN: 9798538111237Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Mentoring programs

Coaching and Mentoring: The Impact of Two Induction Programs on the Perceived Self-Efficacy of First-Year Teachers.
LDR:04249nmm a2200373 4500 001 2351045
005 20221107085239.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798538111237
035 $a (MiAaPQ)AAI28496671
035 $a AAI28496671
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hooser-Kelley, Christine. $3 3690588
245 1 0 $a Coaching and Mentoring: The Impact of Two Induction Programs on the Perceived Self-Efficacy of First-Year Teachers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 119 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
500 $a Advisor: Beach, Don.
502 $a Thesis (D.Ed.)--Tarleton State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Significant numbers of early career teachers decide to leave the profession every year. National data indicate that more than 44% of teachers leave the profession within five years and teachers in high-needs schools are more apt to leave after the first year. Attrition is a salient concern for the field of education because of its financial impact, contribution to the national teacher shortage, and ultimately its impact on the quality of instruction.Research has shown that teachers who participate in high-quality induction programs have higher levels of job satisfaction, commitment, and retention (Ingersoll & Strong, 2011). Teachers also demonstrate more effective teaching practices.While the literature articulates the need for high-quality teacher induction programs, there is little empirical research regarding what supports are most effective. The research that does exist has used various methods for measuring the effectiveness of programs and has garnered mixed results. The purpose of this study was to compare the effects of a coaching model and a mentoring model on the perceived self-efficacy of first-year teachers. Self-efficacy was utilized to measure the effectiveness of the two induction programs because self-efficacy has been shown to impact both instructional quality and retention of teachers.One hundred forty-three teachers completed the Teachers' Sense of Efficacy Scale (TSES) after their first year of teaching. Sixty-five teachers participated in a coaching model, while 78 participated in a mentoring model. The TSES contained three subscales that measured efficacy for student engagement, instructional strategies, and classroom management.Data were carefully screened for outliers and all statistical assumptions were met. Inferential analysis was conducted utilizing a one-way multivariate analysis of variance (MANOVA). The data indicated that there was not a significant difference between the mean scores for the coaching model and the mentoring model participants on any of the three subscales.School context and level of principal support may have impacted the results of the study. Additional research is needed to ascertain the effectiveness of coaching and mentoring on the retention and development of new teachers. It should avoid the limitations of the present study by obtaining pretest efficacy scores to determine the growth of teacher efficacy, obtaining buy-in from campus principals, and by ensuring that school conditions for both groups are more similar.Previous research (Gardiner, 2012) indicated that new teachers in high needs schools often receive inadequate support. However, data from the current study showed that there was not a difference in efficacy for teachers who participated in the coaching model, suggesting that given the school context, the impact of coaching may be greater than the data implies. Additionally, the results of the current study suggested that when mentoring is not possible on a campus, coaching may provide an acceptable proxy.
590 $a School code: 1081.
650 4 $a Educational leadership. $3 529436
650 4 $a Teaching. $3 517098
650 4 $a Collaboration. $3 3556296
650 4 $a Learning. $3 516521
650 4 $a Mentoring programs. $3 3680716
650 4 $a Beginning teachers. $3 3562297
650 4 $a Higher education. $3 641065
650 4 $a Educational evaluation. $3 526425
650 4 $a Teacher education. $3 3172312
653 $a Mentoring programs
653 $a Beginning teachers
653 $a First-year teacher self-efficacy
653 $a Multivariate analysis of variance
690 $a 0449
690 $a 0530
690 $a 0443
690 $a 0745
710 2 $a Tarleton State University. $b Department of Educational Leadership and Technology. $3 3557430
773 0 $t Dissertations Abstracts International $g 83-03A.
790 $a 1081
791 $a D.Ed.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496671