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.
Copyright
Cagla Cobek, 2023
Recommended Citation
Cobek, Cagla, "The Examination of a Teacher Mentorship Intervention on Junior Teachers' Stress and Self-Efficacy" (2023). Master's Theses. 1018.
https://aquila.usm.edu/masters_theses/1018
Previous Versions
Included in
Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, School Psychology Commons