ERIC Number: EJ1395556
Record Type: Journal
Publication Date: 2023
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: EISSN-1838-8101
Beginning Teacher Mentoring: Associations between Mentoring Experiences and Stress among First Year Teachers
Teacher Educator, v58 n4 p440-458 2023
Supporting and retaining U.S. K-12 beginning teachers remains a problem and has been linked to early career stress. Although teacher induction programs for beginning teachers have flourished in recent decades, beginning teacher stress persists and can undermine their occupational health. Teacher mentoring has been identified as an important way to support beginning teachers. To add to the literature in this area, the present study examines associations between mentoring experiences and first-year teacher stress. Using 1,980 responses to the 2007-08 Beginning Teacher Longitudinal Survey, scale scores were created for teacher appraisals of demands and resources and mentoring frequency and helpfulness. Teachers who identified classroom demands as exceeding resources (32.8%) reported significantly fewer (d = 0.20) and less helpful mentoring experiences (d = 0.19) than teachers rating demands and resources as equal. Teachers with higher resources than demands (21.9%) reported significantly greater (d = 0.20) and more helpful mentoring experiences (d = 0.32).
Descriptors: Beginning Teachers, Mentors, Experience, Stress Variables, Teaching Conditions, Public Schools, Teacher Surveys, Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Beginning Teacher Longitudinal Study (NCES)
Grant or Contract Numbers: N/A