Matching Items (3)
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- All Subjects: Mentoring
- All Subjects: Mentoring in education--Psychological aspects.
- All Subjects: teacher mentor self-efficacy
- Genre: Academic theses
- Creators: Alvarado Hernandez, Ruby Rebecca
- Member of: Theses and Dissertations
Description
This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences.
This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy.
The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy.
The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
ContributorsThomsen, Teri (Author) / Kulinna, Pamela (Thesis advisor) / Olson-Stewart, Kelly (Committee member) / Mosco, Michele (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this study was to research the effects of a student-staff mentoring relationship on high school students’ locus of control, life/school satisfaction and ultimately their academics as determined by their grades. Participants consisted of a small cohort of 10th grade high school students at a public charter, college preparatory high school in inner city Phoenix, Arizona. Frederickson’s broaden-and-build theory of positive emotions and Bandura’s social cognitive theory provide the models of behavior to improve school satisfaction, motivation and overall well being. A mixed method, action research design was used to study how a 9-week mentoring program facilitated by the dean of students impacted the students’ locus of control, satisfaction, and academic achievement. Participants completed pre and post test measures using a modified Trice College Success Survey that measured external-internal locus of control and the Multidimensional Students’ Life Satisfaction Scale (MSLSS) used to measure life satisfaction and sub-constructs of satisfaction including family, friends, school, living environment and self. Post intervention a smaller sample of students were interviewed, field notes were also compiled and analyzed using a social constructionist point of view to gather insight on how students create their own knowledge and how that connects to their behaviors and attitudes that affect their success. Among the key findings was that students indicated a preference for the type of individualized attention that the mentoring program introduced to support them academically. Quantitative analyses of the survey data did not indicate a significant shift from external to internal locus of control or an improvement in life or school satisfaction, however further research should be conducted to implement a longer intervention period with similar intervention components.
ContributorsAlvarado Hernandez, Ruby Rebecca (Author) / Ott, Molly (Thesis advisor) / Hartley, Adam (Committee member) / Schauer, David (Committee member) / Arizona State University (Publisher)
Created2019
Description
This study explored the influence of how the development of self-determination skills affected college students with an Autism Spectrum Disorder (ASD). Five college students who qualified for a university-based disabilities resource program under the category of Autism Spectrum Disorder (ASD) participated in a five session mentoring program over the course of the first 12 weeks of the fall semester. The mentoring program was designed to develop specific self-determination skills, including, self-awareness, self-advocacy, and confidence. Participants engaged in an interactive dialogue, discussing specific skills and experiences, relative to the development of self-determination skills. Pre- and post-surveys, and a post intervention interview indicated that the students reported positive results in describing that mentoring experience, and found the protocol useful in their development of self-determination skills. Implications identified for further application into practice, include (a) a deeper appreciation and review of the participants’ background and experience, (b) the development and implementation of peer-to-peer mentoring, (c) the need for more intentional collaboration with high school partners, (d) the need to expand the skills being developed, and (e), the need to expand the number of services and resources discussed. This study will be used in the exploration of a broader collegiate mentoring program geared towards students with ASD with the purpose of increasing self-determination skills.
ContributorsHarrop, Lance J (Author) / Caterino, Linda C (Thesis advisor) / Puckett, Kathleen (Committee member) / Montoya, Georgeana (Committee member) / Arizona State University (Publisher)
Created2017