Date of Award

January 2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Jodi Bergland Holen

Abstract

This study examined the influence of mentoring relationship quality, mentoring satisfaction, and mentor matches on novice teachers’ self-efficacy. Additionally, the study continued to explore a Midwestern State’s mentoring program features, novice teachers’ needs, and challenges of working conditions. The study surveyed 340 novice teachers, with a returning rate of 43.5% (N =148), including 10 participants who provided partial responses. Participants were assigned from different grade levels and school demographics. The study found statistical correlation between mentoring relationship quality and novice teachers’ self-efficacy. Also, mentor matches by school, content, and grade levels did not show a statistical influence on mentoring relationship quality, satisfaction, and novice teachers’ self-efficacy. Novice teachers seemed to favor their assigned mentors from the same school, content, and grade levels, and rated their relationship and satisfaction slightly higher than those who did not get matched. The study found that assigned mentors from different school or grade levels had slightly higher self-efficacy.

The study found that the most important mentoring program features were the assigned mentors, frequent meetings, and observations. These findings ensured the potential influence of mentors to guide novice teachers. Also, the study findings of challenging working conditions were related to student diversity, school climate and resources, parents’ involvement, and workload.

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