Date of Award

5-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Psychology

Committee Chair

Zachary LaBrot

Committee Chair School

Psychology

Committee Member 2

Crystal Taylor

Committee Member 2 School

Psychology

Committee Member 3

Emily DeFouw

Committee Member 3 School

Psychology

Committee Member 4

Brad Dufrene

Committee Member 4 School

Psychology

Abstract

Teacher stress has been documented as a problem for today’s educators. Improving teachers’ well-being through mentorship programs is promising in the literature. Therefore, this study examined a daily check-in mentorship program for teachers experiencing moderate stress. The researchers examined the changes in mentees’ daily stress levels, perceived stress, sense of self-efficacy, and use of proactive classroom management strategies. Mentees and mentors were also asked to complete ratings of the social validity of the mentorship program. Three mentees and mentor dyads working in an elementary and middle school in a Southeastern school district in the USA participated. A nonconcurrent Multiple Baseline Design across three teachers was used in this study to examine the impact of the daily check-in mentorship program. The results suggested that daily check-ins with a mentor teacher decreased all three mentees’ daily stress and their overall perceived stress, improved all participants’ sense of self-efficacy, and increased the use of proactive classroom management strategies in their classrooms. Lastly, all participants rated this intervention as socially valid.

ORCID ID

0009-0009-7932-8781

Download

  Contact Author

Share

COinS