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Influence of Mentoring Programs on Special Educators' Intent to Stay in Special Education
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- Author(s): Perry, Clarissa Simmons
- Language:
English- Source:
ProQuest LLC. 2011Ed.D. Dissertation, Regent University.- Publication Date:
2011- Document Type:
Dissertations/Theses - Doctoral Dissertations- Online Access:
- Language:
- Additional Information
- Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
- Peer Reviewed: N
- Source: 93
- Education Level: Elementary Education
Elementary Secondary Education
High Schools
Middle Schools
Secondary Education - Subject Terms: General Education; Interaction; Special Education Teachers; Secondary School Teachers; Elementary School Teachers; Middle School Teachers; Special Education; Mentors; Teacher Persistence; Beginning Teachers; Suburban Schools; Correlation; Program Effectiveness; Predictor Variables; Statistical Analysis
- Subject Terms:
- ISBN: 978-1-124-99644-8
- Abstract: The lack of certified special education teachers and high rates of attrition have led to a shortage of special educators. Mentoring programs have been developed to improve retention of beginning educators. This study examined if a mentoring program is effective for special educators. The participants were first- and second-year elementary, middle, and high school teachers in a large suburban school system in southern Maryland. Participants rated the effectiveness of the mentoring program and their mentor and reported their short- and long-term plans to remain in special education. This study examined the relationship between participation in the mentoring program and intent to stay in special education. A binary logistic regression was used to investigate whether the frequency or effectiveness of interaction between mentors and their mentees could predict a new teacher's intent to stay in special education. A chi-square test of independence examined the difference in intent to stay in special education between being assigned a general education mentor versus being assigned a special education mentor. The data revealed no relationship between frequency and effectiveness of interaction between mentor and mentee. There was not a significant difference between participants with a general education mentor and participants with a special education mentor. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Abstract: As Provided
- Publication Date: 2012
- Accession Number: ED533971
- Availability:
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