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

dc.contributor.advisorMcCarthy, Christopher J.
dc.contributor.advisorFitchett, Paul G.
dc.contributor.committeeMemberParent, Michael
dc.contributor.committeeMemberWhittaker, Tiffany
dc.creatorBoyle, Lauren Helena
dc.creator.orcid0000-0002-6833-2461
dc.date.accessioned2022-03-21T20:06:46Z
dc.date.available2022-03-21T20:06:46Z
dc.date.created2021-08
dc.date.issued2021-07-27
dc.date.submittedAugust 2021
dc.date.updated2022-03-21T20:06:47Z
dc.description.abstractGiven 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.
dc.description.departmentEducational Psychology
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2152/106287
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/33195
dc.language.isoen
dc.subjectTeacher stress
dc.subjectTeacher mentoring
dc.titleAn exploration of first-year teacher participation in mentoring programs and risk for occupational stress
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Psychology
thesis.degree.disciplineEducational Psychology - Counseling
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

Access full-text files

Original bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
BOYLE-DISSERTATION-2021.pdf
Size:
1013.29 KB
Format:
Adobe Portable Document Format

License bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
PROQUEST_LICENSE.txt
Size:
4.45 KB
Format:
Plain Text
Description:
No Thumbnail Available
Name:
LICENSE.txt
Size:
1.84 KB
Format:
Plain Text
Description: