Award Date

5-15-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Katrina Liu

Second Committee Member

Jane McCarthy

Third Committee Member

Shaoan Zhang

Fourth Committee Member

LeAnn Putney

Number of Pages

145

Abstract

The purpose of this qualitative multiple case study was to explore how the expectations of new teachers, about their mentoring program and their mentoring experiences can be used to improve the structural design and procedures of mentoring programs to better support new teachers. Socio-historical and sociocultural theories were used to guide the study and purposive sampling strategy was used to recruit five participants who were in the first years of teaching. Based on a rich set of data sources which included a pre-interview and a post- interview, the findings revealed that despite the existence of mentoring programs in the participants’ schools, they still experienced challenges. These challenges were in relation to classroom management, working in an autonomous atmosphere, and overall lack of formal structure. Many of these challenges were expected, and meeting these challenges was needed as best efforts for new teachers to grow and improve. Results suggested a need to improve the structural design and procedures of mentoring programs used to induct new teachers in their placement school. The findings presented practical, policy, and theoretical implications.

Keywords

Cultural Relativism; Mentoring; Mentoring Program; Perezhivanie; Relational Energy; Sociocultural

Disciplines

Education | Teacher Education and Professional Development

File Format

pdf

File Size

1525 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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