Date of Award

12-2023

Degree Type

Masters Thesis

Degree Name

Master of Arts (MA)

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

Abstract

This study examined a daily Check-In/Check-Out mentorship intervention for junior teachers. Changes in junior teachers’ stress level and their sense of self-efficacy were measured. Researchers collected data from three junior teachers and mentor dyads in a Southeastern school district. A Multiple Baseline Design across three teachers was used in this study to examine the impact of the daily mentorship intervention. The results suggested that daily Check-Ins and Check-Outs with mentor teachers decreased all three junior teachers’ daily stress. The intervention did not impact significantly on junior teachers’ perceived stress and their sense of self-efficacy. Overall, this study supports a promising novel mentorship program for decreasing junior teachers’ stress. Limitations, implications for practice, and directions for future research are discussed.

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