The title of the dissertation under analysis by this essay is The Effects of Teacher Mentoring on Teacher Retention. The methodology used by this particular study is quantitative in nature. For example, the study relied on a non-random convenience method of sampling. Some 15 original novice teachers were interviewed (Hill-Carter, 2010, p. 2). In terms of data analysis, the study made use of the Statistical Package for the Social Sciences (SPSS 15.0).
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This is an indication that the study was quantitative in nature because SPSS is a quantitative tool of data analysis. In addition, the fact that the study attempted to identify the existence of a correlation between teacher mentoring programs and teacher retention blends well with the use of the SPSS tool for data analysis. In addition, in terms of instrumentation, the study has made use of the Likert Scale.
Statement of the Problem
The author talks of how at the time when the study was being carried out, the ABC inner-city school only had 15 teachers in their first and second years of study. In addition, the author indicates how from a historical point of view, the schools have been characterized by an exceedingly higher turnover rate for both the first as well as the second-year students (Hill-Carter, 2010, p. 8). Accordingly, the author indicates in the study that the goal of both the school and the school district was with the intention of ensuring that teachers in their first and second years of study were retained during the 2009/2010 academic year and beyond.
Purpose of the Study
The purpose of the study was to evaluate whether an association exists between, on the one hand, quality management program and, on the other hand, the ability to retain teachers at the ABC inner-city school. In this regard, the establishment of a quality mentoring program could often entail such diverse areas as the planning and implementation processes (Hill-Carter, 2010, p. 8). In addition, there is also the issue of mentoring in retention instructions.
Other areas that have been examined by the study include orchestrating and organizing a productive and positive environment. In addition, such other areas as an evaluation of the instructional and learning program, as well as peer collaboration, have also been addressed (Hill-Carter, 2010, p. 8). Besides, by conducting research, it is possible to develop a program with various elements of a comprehensive and workable mentoring program capable of being duplicated by other districts and schools to ensure the retention of novice teachers.
Research hypothesis 1: there shall be a 40% improvement in the rate of retention of teachers in their first and second years of study upon their exposure to a comprehensive mentoring program in comparison with the previous year (Hill-Carter, 2010, p. 9).
Research hypothesis 2: there is a higher likelihood for teachers who are constantly in contact with mentoring programs to remain as part of the staff of the ABC inner-city school (Hill-Carter, 2010, p. 9).
Research hypothesis 3: increased favorable evolutions among teachers with respect to their mentoring programs would result in their remaining as part of the staff at the ABC inner-city school (Hill-Carter, 2010, p. 9).
Research hypothesis 4: there is a higher likelihood for teachers exposed to persistent mentoring programs to manifest increased happiness in their teaching assignment (Hill-Carter, 2010, p. 9).
Discuss whether the research question(s)/hypothesis, purpose statement, and problem statement are in alignment, and explain why or why not
The research hypothesis, purpose statement, and problem statement for this particular study under assessment are in alignment. To start with, the author defines what the problem is. In this case, the author tells us how the ABC inner-city school has historically been characterized by high rates of turnover for teachers in their first and second years of study. Then, the researcher reveals that even at the time of carrying out the research, the school only had 15 teachers in their first and second years of study. The author, later on, reveals the goal of both the school district and the school, which is to increase the retention of teachers in their first and second year of study in the current academic year and beyond. There is also a link between the problem statement and the purposes of the study.
Having defined the problem as a high rate of turnover for student teachers in their first and second years of study, the researcher then seeks to assess the existence of a correlation between quality management programs and the ability to retain teachers in their first and second years at the ABC inner-city school. This is a clear indication that the study is aimed at helping to curb the identified problem. The establishment of a quality mentoring program would thus be with a view to helping increase the retention rates of teachers.
. The research hypotheses are also linked to the problem statement and the purpose of the study. For example, one of the research hypotheses is that the retention rates of the teachers in their first and second year of study shall have been improved by 40% once they have been exposed to a comprehensive mentoring program in the coming academic year, compared with the previous academic year.
A second hypothesis is that the implementation of a mentoring program at the ABC inner-city school would result in improved teacher retention. When teachers are constantly exposed to mentoring programs, they are more likely to remain happy with their teaching assignments and, as such, are more likely to remain, in effect, increasing their retention rates. This also appears to support the purpose of the study.
Finally, look at the review of the literature and identify the literature that was used to pinpoint the gaps and tensions that exist within the literature
The literature review has addressed the issue of the no child left behind (NCLB) policy. For example, the literature review provides the requirements for states by the NCLB policy, such as the existence of an “apprenticeship program” to support new teachers in the classroom setting in state schools, in addition to ensuring that high-quality teachers are hired. In this respect, the literature has failed to highlight the importance of such with respect to the special education school, as well as the private ones.
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The study also reports an association between teacher excellence as manifested by their high qualifications and the improved performance by the students. However, the study has failed to explore in indeed much-improved performance on the part of the student could indeed influence increased retention of teachers because they can now realize positive results of their hard work. The author identifies effective teacher mentoring as a possible catalyst that may help to reduce teacher attrition while at the same time, also increasing teacher retention at the schools.
In addition, the study has also addressed the possible barrier to teacher retention, such as poor working conditions and personal conditions. However, the study has not provided possible solutions to help the teachers and school administrators overcome these potential barriers to retention. Moreover, the study should also have endeavored to explore various practical teacher retention programs that have managed to overcome these barriers to teacher retention with success.
The literature has also explored the policies and procedures of a mentoring program. However, it does not make an allowance for a monitoring and evaluation exercise that would be useful in the determination of whether such a mentoring program is working in accordance with expectations. In the literature provided, the author recognizes the fact that when executed in isolation, teacher mentoring may not be effective in helping to increase the retention rates of teachers.
Although the literature has highlighted the need to explore the building processes capable of influencing the decisions of a teacher to remain at a particular school, along, along with the climate of the building, nonetheless, the author has failed to further dwell on how these mechanisms work in combination to contribute to increased retention of teachers in a given institution.
While the available literature has also explored the stipulation of the NCLB Act regarding the need to ensure that every classroom has qualified teachers, on the other hand, the literature review to the study has not tackled the issue of endeavoring to strike a balance between the process of preparing high-quality teachers with sound strategies necessary for offering support to good teaching at the school setting. This is an important issue that needs to be addressed because if we fail to reverse the devastating teacher attritions rate, no matter which teacher supply strategy we attempt to embrace, none of the shall in the long-run ensure that our classroom remains adequately staffed.
Moreover, the review of the literature to this particular study has not adequately dwelt on the best strategy to embrace in our quest to find and prepare an increased number of teachers. The main focus of the study is on how to increase the retention of teachers, a focus that could at best be seen as giving priority to the symptoms as opposed to the actual problem. As a result, the literature has not adequately addressed the underlying issues to the problem at hand.
In examining the effects of teacher mentoring program on teacher retention, there is also the need to explore not just the immediate environment of the schools where the teacher students get to begin their teaching careers, but also at the training level of the pre-school teachers.
If at all the mentoring program could begin here and then spill over to the actual school setting, it is more than likely that the student teachers shall already have been exposed and better still readily equipped to face the challenges that come with this particular job description. This could have been a far more effective strategy to increase the retention rates of teachers, a strategy that the current literature under review has evidently failed to address.
Hill-Carter, C. N. (2010). The Effects of Teacher Mentoring on Teacher Retention. Ann Arbor, MI: UMI.