Exploring beginning teachers' self-efficacy: developing a meaningful teacher induction program and mentoring system, 2020

Item — Call Number: MU Thesis Kur

Identifier: b7931124

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2020

Creator

Kuras, Anne (1976- ) (Author, Person)
Aldarelli, Edward F. (1973- ) (Thesis advisor, Person)
Henning, John E. (Thesis advisor, Person)
Nathan, Pamela (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 131 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Beginning teachers face numerous challenges as they embark on their career path. Job-related stresses are well known in the teaching profession; lack of support, poor salaries, and student discipline issues are just some of the recurring themes that are often referenced as to why teachers exit the profession. What is rarely acknowledged by these teachers is their lack of confidence in the classroom. The beginning teachers’ sense of competency or level of efficacy is believed to play a major role in their successes or failures.

Self-efficacy, defined as the belief one has the capacity to organize and execute courses of action to successfully accomplish a task, has become a rising star in the research surrounding beginning teachers. Supporting a teacher’s sense of self-efficacy can be enhanced through a comprehensive teacher induction program and an effective mentoring program (Long, 2009). Long (2009) stated that schools can be dynamic leaders of change if they focus on the development of beginning teachers through an induction program and related mentoring services.

This study examines beginning teachers’ perceptions of the contributions that the induction program and related mentoring services made to their levels of self-efficacy. It examines the greatest influences that the teacher induction program and mentoring services have on the beginning teachers’ sense of efficacy.

Partial Contents

List of tables -- List of figures -- 1. Introduction to the study -- 2. Review of the literature -- 3. Methodology -- 4. Results -- 5. Discussion -- References -- Appendices.