Abstract
This research study examined perceptions of mentoring for first-year elementary teachers in South Carolina. Participants completed an online survey to investigate if mentoring programs support beginning teacher well-being and result in increased teacher retention. Survey questions were adapted from the Oregon Department of Education's survey for beginning teachers. Both quantitative and qualitative data were used to determine the effectiveness of mentoring programs on beginning teacher support during the critical first years in the profession. Findings revealed that the majority of first-year teachers felt stressed and overwhelmed during their inductive year of teaching. Almost all first-year teachers (85%) stated they planned to stay in the profession with the highest number of respondents (62%) remaining in their current assignment at the same school and within the same grade level. Multiple themes emerged from the qualitative data, which included the need for consistent socioemotional support and extended resource provision. The implications for mentoring programs and teacher retention are discussed.
Recommended Citation
King, Kayla D. and Booker, Keonya C.
(2023)
"Teacher Mentoring and Teacher Well-Being,"
Teacher Education Journal of South Carolina: Vol. 16:
No.
2, Article 5.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol16/iss2/5