2.1 Mentors’ views of factors essential for the success of beginning  (Page 3/11)

Consistent with the national problems of teacher attrition, the teacher attrition rate and the expected student population growth rate in South Texas have forced an abundance of teaching vacancies for the upcoming school years (Sanchez, 2003). According to Sanchez (2003), student education is affected by the high teacher turnover rate and unstable educational programs that resulted from teacher loss. In developing a mentoring practice of support, Scherer (1999) thought the needs of the novice teacher should be examined so that quality assistance could be provided. The cost of high attrition in teachers is directly reflected in lower levels of student achievement, the allocation of resources to recruitment and training rather than to instruction, increased behavioral concerns associated with lack of continuity, and unstable educational programs (Croasmum et al., 2000; State of South Dakota, 2000). As a result, many school districts have implemented teacher-mentoring programs.

School districts and individual campuses throughout Texas provide mentorship programs for first-year teachers. Although mentorship programs are provided, the incidence and the influence of the experiences of what/when vary by districts and by campuses. The initial purpose of the programs was to provide new teachers with the skills and knowledge to be successful and remain active in the profession. Mentoring programs would be examined periodically to assess whether or not the needs of beginning teachers were satisfactorily met. Needs of beginning teachers and successful teacher mentoring programs in South Texas have not been assessed as well as other regions (Sanchez, 2003).

Purpose of the study

The purpose of the study was to examine, in the South Texas region, the views of mentors of first-year teachers regarding the teacher mentoring programs in their school districts. In particular, two areas of emphasis were investigated: (a) the characteristics or practices associated with teacher mentoring programs in South Texas secondary schools; and (b) the needs of beginning teachers in relation to mentoring programs in South Texas.

Research questions

The following questions guided the study:

• What teacher involvement/support factors are perceived as necessary for mentors to be successful in preparing first-year teachers?
• What staff development training factors are perceived as necessary for the instruction of mentors?
• What administrative support factors are perceived as necessary for mentors to in preparing first-year teachers successfully?
• What resource materials factors are perceived as necessary for the success of mentors in preparing first-year teachers?

Method

Sample

The target sample for this study was mentors of first-year secondary teachers in South Texas public secondary schools. A systematic sample population was used in the study, with every fourth campus listed in the Region One directory selected. Responding to the Mentor Survey were 46 participants, all of whom were mentor teachers. Of this sample of 46 mentors, 18 (39.1%) were male and 28 (60.9%) were female. Thirty-one of the participants were Hispanic (67.4%), with 13 participants were White (28.3%). One participant was African-American and another participant was of Other ethnic membership. Twenty-five mentor teachers indicated they were responsible for high school grade levels (54.3%), with 21 participants stating their responsibilities were at the middle school grade levels (45.7%). Concerning teacher preparation programs, 33 mentor teachers reported a traditional teacher preparation program (71.7%), with12 (26.1%) stating an alternative certification program and 1 participant reporting a Deficiency Plan. Mentor teachers were queried regarding the subject area in which they taught. Seven participants responded math (15.2%), 8 teachers reported science (17.4%), 10 teachers indicated English (21.7%), 7 teachers stated social studies (15.2%), and 14 teachers responded elective (30.4%) as their subject area.