The Relationship Between a University-Based Mentorship Program and First-Year Teachers’ Performance

• Main Authors: Alicia C Stapp, Laura F Prior, Catherine Harmon
• Format: Article
• Language: English
• Published: Portland State University 2019-01-01
• Series: Northwest Journal of Teacher Education
• Subjects: University mentorship program; mentoring; first-year teacher; teacher educator
• Online Access: https://archives.pdx.edu/ds/psu/28560

Teacher attrition affects both the stability and quality of schools. Nearly 24% of teachers leave after one year, 33% leave after three years, and 40-50% leave within their first five years (Geiger & Pivovarova, 2018). Effective mentorship programs can effectively assist teachers in overcoming the challenges that lead to resignation. This study implemented a teacher mentorship program where the mentor was a teacher educator who had worked with the mentees in their undergraduate program. Utilizing a qualitative approach, the study examined first-year teachers’ performance through monthly field observations, interviews, and self-reflections. Themes emerged that are critical to a first-year teacher’s performance: (a) increased instructional effectiveness; (b) relinquish survival mode, and (c) effective management.