Perceptions of New Teachers: A Case Study of a Mentoring Program in a Midwest Semi-Rural Parochial School

Abstract

The purpose of this study was to examine the teacher-to-teacher mentoring experience of new teachers in a designated mentoring program through questionnaires, interviews, and an examination of archived teacher evaluations and administrator's notes. The results show that teacher-to-teacher mentoring at the research site does assist new teachers in acclimating to the school culture, working with parents, instructional content and teaching practices, and classroom management. Workplace relationships are an overarching theme that provides a lens to view all other support. This research found that the collegial friendship between mentors and mentees is the most important and most appreciated aspect of the studied teacher-to-teacher mentoring program.