Professional Development of Mentors within a Beginning Teacher Induction Program: How Does the Garden (Mentors) Grow?.

Abstract

This study examined the impact of a beginning teacher induction program on involved mentors' teaching competence. Additionally, it investigated the relationship of mentor's self-efficacy to program impact. Approximately 1,600 beginning teachers and 700 mentors from 56 school districts participated in a state-funded induction program in which experienced teacher mentors received training to assess and support new teachers during their first year of teaching. Mentors' self-efficacy toward mentoring and perceptions of change within their own practice were measured. Results indicated that all mentors reported positive change with regard to self-perceptions of change within their own practice. Mentors perceived that the most change occurred in the areas of classroom management and discipline and professionalism. They also perceived that they had made gains in their ability to organize routines, establish discipline, organize the physical environment, promote social development and group responsibility, and establish a climate of fairness and respect. There was a significant but small positive correlation between mentor self-efficacy and self-reported impact on teaching practice. (Contains 13 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY