Introduction
Since the 1980’s teacher mentoring has increase rapidly to help support novice teachers with self-worth in the classroom. Keeping teachers in the classroom is an issue in the 21 century. Mentoring programs for novice teachers enhances teacher self-worth, lesson plans, classroom management, and overall experience of being a teacher. Organizers of mentoring plans and investigators are identifying that mentors and mentees usually get considerable gains from the mentoring involvement (Resta, Huling, White and Matschek, 1997; David, 2000; Holloway, 2001). This study is a quantitative study that will discuss the benefits of the novice teacher self-worth through having a mentor teacher. Kronowitz (1992) mentioned that novice teachers show 15 percent leaving in the year of teaching. There are teacher shortages and difficulties of finding college students in the field of education is increasingly growing in the kindergarten throughb12th for different reasons. There is a pressure for novice teacher to perform high because of the NO Child Left Behind Act. Because of the No Child Left Behind (NCLB), schools can determine how students are on standardized testing. There is a need for empirical research into novice teacher self-worth through mentorship.
Background of Problem …show more content…
According to Intercultural Development Research Association (2015), training and mentoring for beginning teachers is based in appreciating viewpoint and newest teacher efficiency and novice teacher support investigation. This program use the best strategies for develop mentee to get to next level of being an experience teacher. In the 1980’s veteran teachers mentoring novice teachers materialized and became prevalent in the 1990’s (Feiman-Nemser, 1996; Ganser, 2002a). The high turnover rate is still apparent throughout the
Since the 1980’s teacher mentoring has increase rapidly to help support novice teachers with self-worth in the classroom. Keeping teachers in the classroom is an issue in the 21 century. Mentoring programs for novice teachers enhances teacher self-worth, lesson plans, classroom management, and overall experience of being a teacher. Organizers of mentoring plans and investigators are identifying that mentors and mentees usually get considerable gains from the mentoring involvement (Resta, Huling, White and Matschek, 1997; David, 2000; Holloway, 2001). This study is a quantitative study that will discuss the benefits of the novice teacher self-worth through having a mentor teacher. Kronowitz (1992) mentioned that novice teachers show 15 percent leaving in the year of teaching. There are teacher shortages and difficulties of finding college students in the field of education is increasingly growing in the kindergarten throughb12th for different reasons. There is a pressure for novice teacher to perform high because of the NO Child Left Behind Act. Because of the No Child Left Behind (NCLB), schools can determine how students are on standardized testing. There is a need for empirical research into novice teacher self-worth through mentorship.
Background of Problem …show more content…
According to Intercultural Development Research Association (2015), training and mentoring for beginning teachers is based in appreciating viewpoint and newest teacher efficiency and novice teacher support investigation. This program use the best strategies for develop mentee to get to next level of being an experience teacher. In the 1980’s veteran teachers mentoring novice teachers materialized and became prevalent in the 1990’s (Feiman-Nemser, 1996; Ganser, 2002a). The high turnover rate is still apparent throughout the