An exploration of first-year teacher participation in mentoring programs and risk for occupational stress




Boyle, Lauren Helena

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Given the significant time and capital invested annually into the development and execution of formal mentoring programs, there is a vested interest among policymakers and administrators to better understand what types of mentoring supports teachers are receiving, and what effects mentoring programs have on teacher stress risk. Although mentoring is increasingly hailed as one of the most critical components of teacher induction programs, the corresponding research base has failed to provide conclusive support for the effectiveness of teacher mentoring. Cross-sectional data from the nationally-representative 2015-16 National Teacher and Principal Survey (NTPS) was used to empirically evaluate the relationship between school-based mentoring programs and first-year teachers’ risk for occupational stress, while addressing some of the common limitations found in research relating to teacher mentoring and occupational stress. Results cautiously suggest that formal mentoring programs play an important role in beginning teacher wellness. Implications and future research directions are discussed.


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