Description
The purpose of this phenomenological study was to examine resources and supports provided to mentor teachers and the effect they have on induction programs. The role of mentors is vital to the success of beginning teachers, and the need to provide quality mentor support is crucial. Induction programs that are highly regarded provide mentors a well-designed support program. The study sought to examine the elements, support, and assistance strategies mentors believe are valuable and would be valuable in addressing their professional learning goals. The mixed methods data were gathered through surveys and in-depth interviews. The research was conducted within a large southern California elementary school district. The research samples included 20 survey participants, as well as five interviewees. Participants responded to questions about the supports and training they have received as mentors and how they impact the effectiveness of the support they provide new teachers. The participants revealed three major themes that they have experienced in the mentoring phenomenon. These themes included resources and supports that mentors’ value, mentor motivations, and the impact mentoring has on long-term goals. The intention of this study was to further our knowledge of who is mentoring the mentors. Future research in this area might provoke policymakers, district, and school leaders to increase mentor support and teacher induction engagement. Mentoring is an important element of teacher induction that is vital to new teacher success. A successful mentor requires quality ongoing training and support to develop and refine skills needed in supporting a novice teacher.
