The effects of mentoring upon first year Missouri secondary science` perceptions of teaching effectiveness and teacher retention rates
- North Dakota State Univ., Fargo, ND (United States)
{open_quotes}How does mentoring affect Missouri beginning secondary science teachers?{close_quotes} A new theoretical paradigm, the Analysis Hierarchy, was constructed to display the relationships amongst five mentoring classes identified from demographic data analysis. Use of the Analysis Hierarchy enabled the formation and testing of null hypotheses examining perceptions of teacher effectiveness, teacher retention, and teacher use of outside assistance. Mentoring was found to positively affect Missouri beginning secondary science teachers` perceptions of their teaching effectiveness regarding science labs. This effect was significant between content (93.9% of class) and non-content (69.9% of class) mentored teachers. Mentoring was found to positively affect Missouri beginning secondary science teachers` intentions to continue teaching. This effect was significant between mentored (89.3%) of class) and nonmentored (64.5% of beginning secondary science teachers to seek professional assistance outside the mentoring relationship. Demographic trends, indicated content (54.5% of class) and noncontent (69.6% of class) teachers did diverge on this variable.
- Research Organization:
- Sigma Xi, the Scientific Research Society, Inc., Research Triangle Park, NC (United States)
- OSTI ID:
- 111147
- Report Number(s):
- CONF-9404192-; TRN: 95:007145-0084
- Resource Relation:
- Conference: Sigma Xi forum for scientists educators and national standards on action at the local level, Atlanta, GA (United States), 14-15 Apr 1994; Other Information: PBD: 1994; Related Information: Is Part Of Scientists, educators, and national standards: Action at the local level; PB: 250 p.
- Country of Publication:
- United States
- Language:
- English
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