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CHAPTER I

INTRODUCTION

With the publication of A Nation at Risk rose a series of “educational excellence”

reforms designed to change the nature of schools, students, and teachers (Alliance for

Excellent Education, 2004, p. iv). The National Center for Education Statistics (NCES)

reported that across the nation, 9.3 percent of public school teachers leave the classroom

before they complete their first year of teaching and more than one fifth of public school

teachers leave their position within their first three years of teaching (Rosenow, 2005

cited in Greiner & Smith 2006). With regards to the characteritics of individuals who

leave the teaching profession, the most consistent findings of the empirical research

literature reports that the highest turnover and attrition rates seen for teachers occur in

their first years of teaching and after many years of teaching when individuals are near

retirement (Hanushek, Kain, and Rivkin 2004 cited in Guarino, Santibannez & Deley

2006). “The most serious consequence and direct disadvantage of high teacher turnover

is that it erodes teaching quality and student achievemnt” (NCTAF, 2003, p.33). Recently,

the NCTAF (2003) report indicated that “many schools are becoming revolving doors;

losing as many teachers as they hire each year” (p.9). Recent research indicates that

“Teachers with positive perceptions about their working conditions are much more likely

to stay at their current schools than educators who are more negative about their

conditions of work, particularly in the areas of leadership and empowerment” (Hirsch &

Emerick, 2007, p. 14).

The Problem

According to Ingersoll, principals who face difficulties in locating sufficient


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numbers of qualified job candidates “most commonly do three things: hire less-qualified

teachers, assign teachers trained in another field or grade level to teach in the

understaffed area, and make extensive use of substitute teachers” (1997, p. 42).

According to a report issued by the American Association of Colleges for Teacher

Education (AACTE), “The so-called teacher shortage is actually an exodus of certified

teachers, and nationwide, schools of education, with a few exceptions, graduate enough

teachers to meet the vacancies due to teacher retirement” (Ingersoll, 2002; National

Commission on Teaching and America’s Future [NCTAF], 2003). Attracting and retaining

highly qualified male and female teachers has gained national attention.

Statement of the Problem

“Arguments have been made that the current demand for teachers is not a result of

a shortage of teachers but rather due to the high attrition rate of existing teachers,

particularly those who leave education within the first 5 years of their career” (Darling-

Hammond & Sykes, 2003). They argue that school staffing problems are caused not so

much by an insufficient supply of qualified individuals, but by “too many teachers

leaving teaching” (Ingersoll, 1997 p.2). In addition, once schools and districts hire new

teachers, they must expend “enormous energies developing [these] new teachers, who are

likely to leave after only a few years and be replaced by yet another recruit in need of

special resources and support” (NASBE, 1998, p.7). Much attention and research have

been focused on teacher turnover; however, there is a need for new research on retention,

particularly amongst first through fifth year teachers in Texas public schools, especially

in urban schools.

Ingersoll and Smith (2004), in a schools-and-staffing survey, found in a sample of


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more than 3,000 beginning teachers that those who experienced induction and mentoring

support were less likely to leave the school than were their counterparts who lacked this

support (p. 30). However, very few studies exist that examine new teachers’ perspectives

on effective and ineffective mentoring and self-efficacy scores in relation to gender. Due

to the lack of research, there is a shortage of teachers in Texas. According to the National

Association of State Boards of Education, “Most states do not need to recruit more

candidates into teacher preparation programs. Most states do not even need to attract

higher quality candidates to teaching. What states do need, however, are targeted

programs that attract candidates who are willing and able to meet the needs of the school

in which they will be asked to teach”. (1998, p.13).

Purpose of the Study

The primary purpose of the study was to identify whether teachers’ self-efficacy

level and mentoring experience have a significant impact on those who remain in the

field as opposed to those who leave. Gender was carefully analyzed to see whether there

was a relationship in how males and females view mentoring and their levels of self-

efficacy as they relate to the school setting. Given the lack of current empirical studies

using efficacy, teacher perspectives, and principals’ perceptions of mentoring programs as

predictors of retention, it was necessary to examine to what extent, if any, teachers’

mentoring experience, self-efficacy, and gender played in teacher retention.

Conceptual Framework

Bandura (1986) advanced the notion that individuals possess beliefs that enable

them toexercise a measure of control over their thoughts, feelings, and actions, that “what

people think, believe, and feel affects how they behave” (p.25). Bandura (1989) contends
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that when people erroneously believe that they are unable to accomplish a given task,

people will choose not to act despite the promise of a rewarding consequence: “Self-

perceived inefficacy can thus nullify the motivating potential of alluring outcome

expectations”(p.1180). Bandura (1977) argued that because people are able to control

their own actions, and since interpretation should be considered a form of behavior, it

follows that how people represent their conduct is subject to the workings of the mind:

“Behavior control not only allows one to manage the aversive aspects of an environment.

It also affects how the environment is likely to be perceived. Potentially stressful

situations that can be controlled are constructed as less life threatening, and such

cognitive appraisals further reduce anticipatory emotional arousal” (p.199). Bandura

(1997) contends that nothing that happens in the world is independent of an individual’s

interpretation, but that interpretations are not independent of the actual surroundings in

the external world: “Life is full of reality checks that, in consequential matters, can bear

down unmercifully on foolish actions spawned by faulty judgment….Some

interpretations of reality have greater explanatory, predictive, and operative power than

do others” (p.475). According to Bandura (1977) “The more believable the source of

information, the more likely are efficacy expectations to change” (p. 202). Bandura

(1977) also believes that, “ In the process of self-regulation, the experiential component

acts when preexisting self-concepts exert selective influence on which aspects of one’s

ongoing behavior are given the most attention, how they are perceived, and how

performance information is organized for memory representation. Mood states also affect

how one’s performances are self-monitored and cognitively processed. For example,

when people are in a despondent mood they interpret events negatively and recall
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unpleasant events easily, whereas in a positive mood they take a more favorable view of

matters and bring positive experiences more easily to mind” (p.337).

The conceptual theoretical mode is based on the idea that new teachers who

participate in an effective mentoring and induction program will develop coping behavior

that will help them remain in the teaching field. Those teachers who do not participate in

mentoring and induction programs may not develop those coping behaviors and,

therefore, will exit the field. The social cognitive theory views individuals as both

products and producers of their environments and social system. Bandura (1994) defined

self-efficacy as “people’s beliefs about their capabilities to produce designated levels of

performance that exercise influence over events that affect their lives” (p. 71). According

to Bandura (1994),

An individual with a high sense of self-efficacy will more likely face challenges

head-on rather than avoid them. Individuals with high level of assurance attribute

failure to inadequate knowledge and skills or to a lack of effort, both of which can

be acquired. In contrast, an individual with low self-efficacy deals with failure in

a completely different manner. These individuals will focus on their deficiencies;

obstacles to success slacken their efforts, and they often give up (p. 72)

Bandura continued, “Self-efficacy will help determine how a new teacher may or may not

be able to deal with certain situations” (p. 73). “Teacher efficacy beliefs have also been

negatively correlated with undesirable professional outcomes such as teacher burnout

(Brissie, Hoover-Dempsey, & Bassier, 1988), teacher stress (Bliss & Finneran, 1991), and

teacher absenteeism” (Imants & Van Zoelen, 1995).


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Research Questions

This study focused on answering the following questions:

1. Is there a significant difference in Texas elementary teachers’ self-efficacy

scores and mentoring scores in relation to gender?

2. Is there a significant difference in Texas middle-school teachers’ self-efficacy

scores and mentoring scores in relation to gender?

3. Is there a significant difference in Texas high-school teachers’ self-efficacy

scores and mentoring scores in relation to gender?

Null Hypotheses

The following hypotheses were tested:

Ho1- There is no statistically significant difference in self-efficacy scores and

mentoring scores between elementary school male and female teachers.

Ho2- There is no statistically significant difference in self-efficacy scores and

mentoring scores between middle-school male and female teachers.

Ho3- There is no statistically significant difference in self-efficacy scores and

mentoring experiences scores between high-school male and female teachers.

Conceptual Underpinnings for the Study

“Principals and teachers make decisions each year regarding the retention or

resignation of their careers, which can have a profound affect on students. Beliefs play an

integral role in the decision-making process of teachers” (Bonvin, 2003: Pouliot, 2000).

Recent research indicates that “Teachers with positive perceptions about their working

conditions are much more likely to stay at their current school than educators who are

more negative about their conditions of work, particularly in the areas of leadership and
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empowerment” (Hirsch & Emerick, 2007, p. 14). “Indeed, research has shown that

approximately one-quarter of all beginning teachers leave teaching within four years”

(Benner 2000; Rowan et al. 2002). If the problem is not corrected, the shortage of

teachers may increase significantly and student achievement will continue to decrease.

Significance of the Study

Recently, the NCTAF (2003) noted that “Teacher retention is the answer to

staffing all the nation’s classrooms with a highly qualified teacher. Our inability to

support high quality teaching in many of our schools is driven not be too few teachers

entering, but by too many leaving” (NCTAF, 2003, p.8) . The NCTAF (2003) report, No

Dream Denied: A Pledge to America’s Children, concluded that “teacher shortage’ will

never end and that quality teaching will not be achieved for every child until we change

the conditions that are driving teachers out of too many of our schools” (p.3).

This study on teacher retention was significant because administrators have some

insight to how teachers perceived their abilities and mentoring experiences. The study

provided details on gender differences in relation to perceived abilities and mentoring

experiences. In addition, the study provided recommendations for future studies, such as

researching urban teachers and different behaviors that may cause teachers to have high

or low self-perceptions. The collected data could be used within the district to train

school leaders and to reduce teacher turnover throughout the district.

Assumptions

The following assumptions were made in this study:

1. Bandura’s Self-Efficacy Survey (1977 see Appendix 1) and the Kansas State

University Survey (1994 see Appendix 2) on mentoring are appropriate instruments to


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use in trying to gauge teachers’ attitudes.

2. The teachers in the schools selected for the survey are adequate representatives

of how most elementary, middle-, and high-school first-through-fifth-year teachers feel

about self-efficacy and mentoring experiences.

3. Because Bandura’s Self-Efficacy Scale (1994) and the Kansas State University

Mentoring Survey are used, it is assumed that there is a range of teachers who will score

high and low on such scales.

Limitations of Study

While the present study has supplied much useful information about leadership

and teacher retention, it has several limitations that must be acknowledged. The study

provided a variety of information for Texas public schools but not for schools outside of

Texas. In addition, the research was focused on first- through 5th-year teachers. With

respect for both groups of teachers it is possible that the more efficacious teachers and

teachers with excellent experiences responded to each of the surveys. On the down side,

teachers with low efficacy levels or ineffective mentors may have failed to answer the

survey all together.

Definitions of Terms

AEIS - The Academic Excellent Indicator System reports provide a large amount

of information on the performance of students in each school and district in Texas

annually. In the fall, the AEIS reports are posted online (Texas Education Agency)

Attrition - For this study, attrition refers to teachers who leave the teaching

profession altogether (Ingersoll, 2003a).

Beginning teachers - Beginning teachers are teachers who have been in the field
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for 5 years or less (Ingersoll & Smith, 2003).

Campus mentoring program - A campus mentoring program affiliates a new

teacher with an experienced staff member or team to provide guidance and assistance

during the new teacher’s transition to teaching (O’Neill, 2004).

District characteristics - District characteristics include student demographics

(ethnicity, gender, and socioeconomic status) and district and staff information (Texas

Education Agency)

Elementary certified — The Texas Education Agency issues a provisional

certificate to an applicant who has acquired a bachelor’s degree and who is otherwise

eligible to teach in Texas public schools. The Elementary Certificate requires at least 60

semester hours of general education and 36 semester hours of academic specialization

(Teacher Certificate Handbook, p. 5).

Elementary school — An elementary school usually includes anywhere from the

first four to the first eight grades and often a kindergarten.

High school — A high school is any 3- to 6-year secondary school serving

students approximately 14 to 18 years of age. Four-year schools are by far the most

common; their grade levels are designated freshman (9th grade), sophomore (10th),

junior (11th), and senior (12th). Comprehensive high schools offer general academic

courses and specialized commercial, trade, and technical subjects. Most U.S. high schools

are tuition-free, supported by state funds. Private high schools are usually classed as

either parochial or preparatory schools.

Induction programs — Comprehensive induction programs support new teachers

for at least 2 years and include a number of components: high quality mentoring,
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common planning time, ongoing professional development, an external network of

teachers, and standards-based evaluation (Alliance for Excellent Education, 2004; Smith

& Ingersoll, 2004b).

Mastery experiences - Mastery experiences refers to the successful experiences

that build an individual’s self-efficacy (Bandura, 1994).

Mentor - A mentor is an experienced, highly successful veteran educator who is

skilled at providing instructional support and committed to the role of coaching a new

teacher (Ingersoll & Smith, 2004).

Middle school — Middle schools generally have grades spanning the 3 to 5 years

between elementary school and high school, are focused on the educational needs of

students in these in-between years, and are designed to promote continuous educational

progress for all concerned (Alexander & George, 1981, p. 3).

Personal efficacy — Personal efficacy is the belief that the individual teacher

holds in his or her own ability to affect student learning. According to Ashton and Webb

(1986), personal efficacy relates to individual or internal “assessment of their own

teaching competency” (p. 4).

Teaching efficacy — Ashton and Webb (1986) define teaching efficacy as

“teachers’ expectations that teaching can influence student learning” (p. 4).

Teacher retention - Teacher retention is the process of retaining teachers in the

teaching profession (Harell, Leavell, van Tassel, & McKee, 2004).

Teacher’s sense of efficacy — The teacher’s sense of efficacy is a concept or

belief held by teachers that all children can learn, regardless of family background or

other environmental or hereditary factors. The construct has two independent strands, a
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sense of teaching efficacy and a sense of personal efficacy (Ashton & Webb, 1986).

Teacher need to replace more than 2 million teachers over the next decade (Howard,

2003).

Teacher turnover - Teacher turnover refers to teachers exiting the field of teaching

altogether and those transferring to another school (Ingersoll, 2002).

Organization of Study

The study is organized into five chapters. Chapter 1 contained the introduction,

statement of the problem, the purpose of the study, conceptual framework, guiding

research questions, hypotheses, significance of the study, study limitations, definition of

key terms, and study organization. Chapter 2 includes the review of the literature.

Chapter 3 describes the design, procedures, analysis, and findings of the study. Chapter 4

reports the analysis of the data. Finally, Chapter 5 includes the summary results and

conclusions and the recommendations and implications for further study.


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CHAPTER II

REVIEW OF LITERATURE

This dissertation examined the differences between male and female teachers’

attitudes towards self-efficacy scores and mentoring experiences in school on all levels.

The primary purpose of the study was to identify whether teachers’ mentoring perception

scores and self-efficacy level scores affect teacher retention or departure from education

according to gender. Administrators must recognize which variables attribute to teacher

turnover and retention. Once these variables are recognized, principals will be able to

establish or make changes to the existing mentor programs and increase self-efficacy

levels. The review of literature focused on the following areas of discussion (a) teacher

issues; (b) theoretical background on self-efficacy and mentoring; (c) studies on teachers,

mentors, and staff.

Theoretical Background of Self-Efficacy

Albert Bandura (1977) first introduced the cognitive social learning theory. He

theorized that the behavior a person exhibits is influenced by his or her beliefs regarding

an outcome expectation and an efficacy expectation. In an outcome expectation, a person

estimates that “a given behavior will lead to a certain outcome. Efficacy expectation

refers to the belief that a person has regarding his ability actually to perform the

“behavior required to produce the outcome” (p. 193). These two outcomes are distinct,

particularly in the educational setting, because while a teacher may believe that specific
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teacher behaviors will lead to a better classroom environment, improved student learning,

increased class participation, and so on, that same teacher may not have confidence in his

or her ability to perform those behaviors. These two sets of expectations have been

labeled by educational researchers as “teaching efficacy” and “personal teaching

efficacy” (Gibson & Dembo, 1984, p.573). The concept of teacher efficacy was first

introduced in two RAND Corporation studies that concluded that “teachers’ attitudes

about their own professional competence, in short, appear to have major effects on what

happens to projects and how effective they are” (Berman, McLaughlin, Bass, Pauly, &

Zellman, 1977, p. 137).

Teacher Quality in Schools

“While researchers tend to agree that teacher quality is an important

determining factor in influencing student outcomes, there is little consensus about the

relationship between specific teacher credentials (e.g., experience and degree level) and

characteristics (e.g., age, race, and ethnicity) and teacher effectiveness. An example of

certification determing certification would be that teacher attributes commonly used for

certification, recruitment, screening, and selection of teachers (i.e., certification status,

degree,and experience levels) are not strongly correlated with student learning gains”

(Goldhaber and Brewer 2000; Hanushek 1986, 1997). “America faces tremendous

challenges as it seeks to reform the nation’s educational system with the goal of leaving

no child behind” (Joftus & Maddox-Dolan, 2002, p.1). “Common sense suffices:

American students are entitled to teachers know their subjects, understand their students

and what they need, and have developed the skills required to make learning come alive”

(NCTAF, 1996, p. 10). Despite increased awareness of the nation’s teacher-quality


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challenges and reforms to address national shortcomings, “we are still far from having a

caring and competent teacher in every classroom” (U.S. Department of Education, 2000,

p.iii).

Teacher Experience and Retention

According to Feistretzer, “One-third to two-fifths of the qualified candidates who

graduated form college fully qualified to teach do not enter the teaching profession

immediately after earning their degree” (Feistritzer, 1999, p.2). “Studies of beginning

teachers from a variety of both traditional and alternative teacher preparation programs

showed that many new teachers do not feel adequately prepared to meet the challenges

they face when they first begin teaching in their own classrooms” (Berry, 2004; Public

Education Network,2003). “Across the United States, school and district leaders are

beginning to recognize the critical importance of providing sustained and purposeful

professional support to teachers, including—and perhaps especially—those in the

beginning years of their profession, as a means of maintaining a strong, stable workforce

and improving measurable outcomes for student learning” (Berry, 2004; Johnson et al.,

2005). Johnson (2006) in The Workplace Matters: Teacher Quality, Retention, and

Effectiveness states that “Those seeking to improve schooling must understand the

important links between the workplace, effective instruction, and teacher retention,

teacher quality, and effective teaching all tend to point to a set of workplace conditions

that facilitate these goals” (p.17). According to Olson (2003) schools that are more

successful in retaining new teachers have six qualities: (1) safe and orderly environments;

(2) respectful of all; (3) ongoing support for new teachers; (4) timely provision of
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materials; (5) strong instructional leadership by principals; (6) and the development of

others’ leadership skills (p.21).

Roles Mentors Are Expected to Play

“Mentoring is an active collegial and reciprocal relationship built on the basis of

negotiation and trust, to give constructive criticism to support progression and career

advancement of the mentee” (Bush, Coleman, Wall, & West-Burnham, 1996; Clutterbuck

& Sweeney, 2005; Daresh, 1995; Hauling- Austin, 1989; Scandura, Tejeda, Werther, &

Lankau, 1996). “First mentors must be committed to the kind of teaching that performers

expect them to implement and must know how to work with novices as agents of change”

(Cochran-Smith, 1991: Feiman_Nemser & Parker, 1992: Guyton & Hidalgo, 1995: King

& Bev, 1995). “Second, mentors need to develop a deeper understanding of the subject

matter” (Feiman-Nemser & Parker, 1990: Huling-Austin, 1992). “Third, mentors are

expected to have a deep understanding of the relationship between principled knowledge

and teaching practice and to help novice teachers develop similar understandings of the

context of teaching” (Carter, 1988; Kennedy, 1991a, 1997).

"The first years of teaching are an intense and formative time in learning to teach,

influencing not only whether people remain in teaching but what kind of teacher they

become" (Feiman-Nemser, 2001, p. 1026). Possibly the most critical aspect of effective

mentoring programs is the matching of mentors and protégés. There is no absolute way to

“ensure that matches made are ‘matches made in heaven’ (Playko, 1995, p.91). In

mentoring there is “a great deal of team-building, and intense communication and

information sharing” (Fullan, 1999, p. 37). Egan (1986) observes that the “availability of

the mentor is an important factor in the success of the relationship” and that
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“approachability and receptivity are important aspects of the mentoring relationships”

(pp. 6-7). Mentors’ support assists mentees to make the transition from “student to

practicing professional” (Upson, Koballa, & Gerber, 2002, p. 4). Although reflection

impacts on thinking, mentees need to be taught the skills of reflection and be provided

with a “multitude of opportunities to practice those skills” (Greene & Campbell, 1993, p.

37), which is guided through the mentor’s personal attributes. Critical self-reflection is

considered “the main catalyst for the development of autonomy and expertise” (Veenman,

de Laat, & Staring, 1998, p. 6). Mentoring involves complex personal interactions

“conducted under different circumstances in different schools” (Wildman, Magliaro,

Niles, & Niles, 1992, p. 212). Indeed, if mentors are not supportive then mentees may

not be receptive to mentor’s facilitation Mentoring programs for beginning teachers

have become the norm in many states (Ingersoll & Kralik, 2004). Mentoring was often

equated with induction, although it was becoming more apparent that mentoring was only

one important part of an effective induction process (Alliance for Excellent Education,

2004; Bickmore, Bickmore, & Hart, 2005). Unfortunately, there are schools that

implement programs without considering the factors that create effective mentor-mentee

relationships. A mentoring program benefits the new teacher, the mentor, and, most

important, the students (Bartwell, 2006). Brown (2003) suggested that some believe that,

through the implementation of mentoring programs, the dropout rate can be cut from

roughly 50 percent to 15 percent during the first five years of teaching. Mentors provide a

smooth transition from pre-service training to actual professional employment.

“Across the United States, school and district leaders are beginning to recognize

the critical importance of providing sustained and purposeful professional support to


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teachers, including—and perhaps especially—those in the beginning years of their

profession, as a means of maintaining a strong, stable workforce and improving

measurable outcomes for student learning” (Berry, 2004; Johnson et al., 2005). However,

as many as fifty percent of beginning teachers do not participate in induction programs

beyond a one-time orientation and only 1 percent of the new teacher workforce

participates in the kind of comprehensive program recommended by researchers

(Alliance for Excellent Education, 2004; Johnson et al., 2005) The importance of meeting

the professional growth needs of mentors is underscored by researcher Ingersoll (2004)

and Feiman-Nemser (2001), who separately raise the issue of mentoring experiences that,

on the basis of poor and/or outdated models of practice held by some veteran teachers,

actually impede new teacher growth and undermine the intended reform agenda.

Similarly, Darling-Hammond (2005), in an article entitled “Educating the New Educator:

Teacher Experiences

Teacher Education and the Future of Democracy,” paints a compelling picture of

the paints a compelling picture of the complexity of what today’s teachers are asked to

know and demonstrate. Often, she asserts, we are asking teachers to practice in ways that

are substantially different from those that have been experienced before. Expecting that

even veteran teachers will possess the knowledge and communication skills to articulate

this new agenda is a concern According to Johnson (2004), “In integrated professional

cultures, mentoring is organized to benefit both the novice and the experienced teachers,

and structures are in place that further facilitate teacher interaction and reinforce

interdependence” (p. 159). Ingersoll and Smith (2004), in an analysis of the 1999-2000

Schools and Staffing Survey (SASS) found that almost 9 in 10 new teachers
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reported that their mentors were helpful (p. 690). In a review entitled, “Who Stays in

Teaching and Why: A Review of the Literature on Teacher Retention,” Johnson et al.

(2005) reports that mentoring was particularly positive for new teachers who “taught the

same grade and subject as their mentor and worked more often with him or her” (p. 88).

Findings from an Education Trust study cited by Johnson et al. (2004) are similarly

troubling: “No matter which study you examine, no matter which measure of teacher

quality you use, the pattern is always the same—poor students, low-performing students,

and students of color are far more likely than other students to have teachers, who are

inexperienced, who are inexperienced, uncertified, poorly educated, and under-

performing.”

Exacerbating the problem, according to Berry (2004), is the limited research on

how to recruit, train, and retain teachers for hard to staff schools, and further, that what is

known is not well used Kaplan and Owings (2004) stated that principals have a

leadership role in bringing beginning teachers to professional maturity. The effectiveness

of the teacher mentor component depends on how it is designed (Berry, 2004; Darling-

Hammond, 2003; Jensen, 1987). One way to accomplish the goal of mentor design is to

be actively engaged in the development and support of a mentoring program for novice

teachers. Ingersoll (2004) and Feiman-Nemser (2001) separately raised the issue of

mentoring experiences that, on the basis of outdated models of practice held by some

veteran teachers, might actually impede new teacher growth and undermine the intended

reform agenda.

Researchers have pointed out that "…relationships can be established or enriched

by learning or encouraging mentor-like behavior rather than by selecting certain types of


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people…" (Papalewis, Jordan, Cuellar, Gaulden, & Smith; 1991, p. 6). Glover and

Mutchler (n.d.) gained a qualitative perspective of existing Texas mentoring programs

implemented at the district and school levels. The researchers conducted interviews with

individuals who held diverse perspectives on local mentoring activities. These individuals

included mentor and novice teachers, school administrators, and district staff. This

research began by focusing on the one-on-one mentoring arrangement. It did not take

many visits to schools to see that one-on-one mentoring was only a part of the full picture

of successful teacher induction and development. The study provided a rich

understanding of how mentoring for beginning teachers occurs in practice and explained

how schools and districts planned and implemented mentoring programs. Unfortunately,

this study revealed that three sites were only minimally addressing beginning teachers’

needs relative to work with an increasingly diverse student population. The findings of

this study clearly pointed to implications for the continued development of mentoring

programs in the state of Texas.

A good teacher may not necessarily be a good mentor; there are further

characteristics, roles, and responsibilities involved in effective mentorship (Johnson,

2003). Effective mentoring and development programs include having mentors who are

trained in the same content, common planning periods for teachers in the content area, a

reduced teaching schedule, and an external network of teachers (Southern Regional

Education Board, 2004). A recent Education Commission of the States analysis of

research studies documenting the impact of mentoring on teacher retention (Ingersoll &

Kralik, 2004) concluded that there was empirical support for the claim that assistance for

new teachers and, in particular, mentoring programs for new teachers has a positive
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impact on teachers and their retention. As Menchaca (2003) warned, a mentor program

“has the potential to affect teacher retention, improve the attitudes and instructional

strategies of novice teachers and provide professional growth opportunities for the

mentor teachers” (p. 26), and it can even be effective in recruitment, but “its success will

depend on how well it is supported by principals” (Smith & Ingersoll, 2004b).

Many school districts have developed induction/mentoring program models in

recent years. Nevertheless, many mentor teachers receive no training or inadequate

training and only limited support for their work. Rowley (1999) asserted that, for a

mentor to demonstrate these abilities, he or she must receive ongoing training and

professional development. In addition, he articulated that there are significant criteria that

need to be present for a good mentoring program to exist. Mentors need to be (a)

committed to the role of mentoring, (b) accepting of the new teacher, (c) skilled at

providing instructional support, (d) effective in different interpersonal contexts, (e)

continuous learners, and (f) able to communicate hope and optimism (pp. 20-21).

According to Hurst and Reding (2002), aside from leading, teaching, and guiding,

a mentor should also serve as an advocate for the novice teacher. The mentoring process

should be grounded on a solid mentor-mentee relationship. The mentoring goal

encompasses four concepts: leading through example, leading through guidance, leading

through communication, and supporting by being an advocate (Hurst & Reding).

Effective mentoring programs benefit the mentee, the mentor, and the school (Feiman-

Nemser, 2001; Haack, 2006).

Induction

Traditionally, beginning teachers have been given few, if any, opportunities to


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participate in formal induction into the education profession (Lake, 2006). The history of

induction programs in the United States is quite young. In the 19th and most of the 20th

centuries, induction for new teachers did not exist. As a form of professional

development, an effective induction program is well-structured and comprehensive,

involves many people and components, and usually continues as a sustained process for

the first 2 to 5 years of a teacher’s career (Wong, 2005). According to an historical review

of new teacher support (Fulton, Yoon, & Lee, 2005), comprehensive induction programs

support new teachers for at least 2 years and include a number of components: high-

quality mentoring, common planning time, ongoing professional development, an

external network of teachers, and standards-based evaluation (Alliance for Excellent

Education, 2004; Ingersoll & Smith, 2004).

Recent studies have shown that more effective induction programs include

training, guidance, and compensation for mentors; required time for structured interaction

between a new teacher and a mentor teacher; and orientation and training programs for

first-year teachers before the school year begins (Gold, 1996). For instance, a program in

rural Louisiana reduced annual teacher attrition rates by nearly 40 percent by providing a

training program on classroom management in the summer before employment, assigning

an experienced teacher to support each new teacher within his or her school, and holding

monthly meetings that specifically addressed new teachers’ concerns (Archer, 2003).

Induction programs undeniably present a valuable experience for beginning teachers, but

the programs that stress constant feedback and collaborative environments remain a rare

experience for most new teachers (Wilson, 2006). Educators do not agree on what

teachers should know or what constitutes the best learning environments. Therefore, new
22

teacher induction programs differ from district to district. Although the nature of

induction programs varies widely, the two strategies on which they focus are assistance

and assessment (Dunn, 2006).

In 2003, 79 percent of new teachers reported that they were involved in some type

of induction program (Ingersoll & Smith, 2004). The primary reason for induction

programs is to engage in collaborative learning and professional growth and to provide an

ongoing support system for new teachers (Dunn, 2006). New teacher induction programs

can provide sound structured opportunities for new teachers to build effective teaching

skills. Moreover, some new-teacher induction programs assign new teachers with a

mentor who plays many roles, such as a counselor to provide support or a challenger to

encourage new teachers to do their best (National Education Association, 2002). Very few

induction programs provide new teachers with all of the components that constitute a

comprehensive induction program. In fact, only one percent of new teachers receive this

type of induction when they enter the teaching profession (Ingersoll & Smith, 2004).

Although the majority of new teachers participate in some version of induction,

the degree of support they receive varies greatly (Ingersoll, 2003c). In addition, the

Southeast Center for Teaching Quality reported that districts that are developing

induction and mentoring programs with well-designed assessment and support

components are producing positive retention trends for all teachers (Berry, Hopkins-

Thompson, & Hoke, 2002). As defined by researchers, the induction program is a

strategy set forth to assist novice teachers in the transition from pre-service training to

full-time teaching, a strategy that has the potential to assist in retaining novice teachers

(Bartell, 2005; Brewster & Railsback, 2001; Gold, 1996; Huling-Austin, 1992;
23

Menchaca, 2003; Veenman & Denessen, 2001).

From the available research on new educator induction programs, we know that

nearly 50 percent of new teachers leave within their first 5 years of teaching (Ingersoll &

Smith, 2004). An Alliance of Excellence Education report, “Tapping the Potential:

Retaining and Developing High-Quality New Teachers,” strongly suggested that districts

implement new teacher induction programs. The program recommended that a

comprehensive induction program begin before teachers get into the classroom to

integrate “beginnings into the [National Partnership for Teaching in At-Risk Schools]

profession by guiding their work, further developing their skills, and evaluating their

performance during the first few years of teaching” (Alliance for Excellent Education,

2006, p. 8).

Job Satisfaction

Job satisfaction is a term that is difficult to describe as a single construct, and the
definition of job satisfaction varies between studies (Morice & Murray, 2003; Protheroe,
Lewis & Paik, 2002; Singer, 1995). Rosenholtz (1985) identifies the central problem of
establishing effective schools in poor settings as being that “good teachers are difficult to
recruit and almost impossible to retain because the rewards of teaching do not outweigh
the frustrations.” (p. 354) Bogler (2001) noted job satisfaction is important in terms of
teacher retention, but is also related to teacher empowerment, school culture, quality
work environment, and student achievement. Greater job satisfaction is also a critical
factor to consider in terms of recruitment of new teachers into the profession. It is not
surprising that researchers suggest schools must give more attention to increasing teacher
job satisfaction to recruit and retain quality personnel (Bogler). As the importance of
retaining quality teachers steadily continues to increase, numerous studies have
determined factors contributing to teacher satisfaction or dissatisfaction (Colgan, 2004;
Houchins, Shippen & Cattrett, 2004; Kleinhenz & Ingvarson, 2000; Reyes & Hoyle,
1992).
24

Studies continue to search for a connection between the internal construct

of teacher job satisfaction, for example, sense of success, commitment to the profession,

motivation for coming to work, or self-perception of worth, and the external conditions of

teacher evaluation such as work place conditions, collaborative processes, autonomy,

professional development, or administrative support (Butt & Lance, 2005; Davis &

Wilson, 2000; Woods & Weasmer, 2002; Zembylas & Papanastasiou, 2005).

Teacher Turnover

Adding new teachers to replace those who have left is costly (Johnson & Kardos,

2005, p. 8). “Although schools’ racial compositions and proportions of low-income

students predict teacher turnover, salaries and working conditions—including large class

sizes, facilities problems, multi-track schools, and lack of text-books—are strong and

significant factors in prediction high rates of turnover; when these conditions are taken

into account, the influence of student characteristic on turnover is substantially reduced”

(Loeb, Darling-Hammond & Luczak, 2005). Findings from an Education Trust study

cited by Johnson et al. (2004) are similarly troubling: “No matter which study you

examine, no matter which measure of teacher quality you use, the pattern is always the

same—poor students, low-performing students, and students of color are far more likely

than other students to have teachers who are inexperienced, uncertified, poorly educated,

and under-performing. Many of those teachers demonstrate most or all those unfortunate

qualities all at the same time”(Carey in Johnson et al., 2004, p. 2). Acomprehensive

induction program for new teachers becomes critical in hard to staff schools where

teachers need ongoing development in cultural competency, because teachers who are not

prepared or well supported in their work with culturally and economically diverse school
25

children are more likely to become teacher turnover statistics and add to weakened

teaching practices (Johnson et al., 2005, p. 11).Minarik, Thornton, and Perault (2003) and

Kaplan and Owings (2004) reported that administrators will have to hire 200,000 teachers

annually for the next 10 years to meet the educational demands in the United States. In

Texas, Herbert and Ramsey (2004) reported that the number of teachers certified each

year increases, but the attrition rate and teacher shortage continue to grow. We know that

certain kinds of people are more likely to leave their teaching jobs and certain schools are

more likely lose teachers. But do these distinctions matter and, if so, how? Increasingly

researchers, practitioners, and policy makers have focused their attention on retention

(Guarino et al., 2004; Ingersoll, 2001; Johnson & Birkeland, 2003; National Commission

on Teaching and America’s Future, 2003). One major reason is that research has

confirmed, with increased methodological rigor, that teacher quality makes a difference

in student learning (Goldhaber & Anthony, 2004; Rivkin, Hanushek, & Kain, 2002;

Rockoff, 2003; Rowan, Correnti, & Miller, 2002; Sanders& Horn, 1998; Sanders &

Rivers, 1996; Wright, Horn, & Sanders, 1997).

Understanding why teachers leave is the first step in getting them to stay.

Teachers leave when they encounter environments that lack essential professional support

systems: (a) support from school leadership,) organizational structures and workforce

conditions that convey respect and value for them, and (c) induction and mentoring

programs for new and experienced teachers (Ingersoll, 2001a; Johnson et al., 2001).

Much attention and research have been focused on teacher turnover; however,

there is a need for new research on retention, particularly in urban schools. Research

shows that the national turnover rate for teachers is over 16 percent and as high as 50
26

percent in urban schools (Ingersoll, 2002). In fact, the National Commission on Teaching

and America’s Future challenged the nation to improve teacher retention by 50 percent by

2006 (NCTAF, 2003). The teachers who leave after their first year are often among the

best and brightest. Several studies have shown a significant correlation between those

who leave and high achievement on examinations such as the SAT (Ingersoll & Smith,

2004).

Cost of Turnover

The organizational cost related to turnover is the reverse of the gains an

organization receives from retaining quality employees. It is estimated that the cost of

replacing an employee varies between 70 percent and 200 percent of the departing

employee’s salary (Kaye & Jordan-Evans, 2001). The time and energy invested in each

new hire results in lost opportunity costs because that time is not available for other

organizational needs. Another factor to consider when employees leave is the inherent

loss of explicit and tactic organizational knowledge (Droege & Hoobler, 2003). Explicit

knowledge, acquired through formal and informal trainings, refers to organizational

policies and procedures and to the content knowledge essential to a position.

Teachers hold 3.8 million jobs in elementary and secondary U.S. public and

private schools, representing approximately 4 percent of the total civilian workforce

(Bureau of Labor Statistics, U.S. Department of Labor, 2006).

Over three-quarters of the teachers were females, with 18 percent of the teaching

force newly hired (Strizek, Pittsonberger, Riordan, Lyter, & Orlofsky, 2006).

Furthermore, the Alliance for Excellent Education (2004) estimates that the cost of

recruiting, hiring, and training a new teacher is approximately 30 percent of the departing
27

teacher’s salary. A Texas study of new-teacher attrition conducted in 2000 identified an

annual state budgetary cost of between $329 million and $2.1 billion based on an annual,

statewide 15.5 percent turnover rate on the model selected for calculation (Berry, 2004;

Johnson, Berg, & Donaldson, 2005). As Sparks (2002) stated, “Retaining teachers is one

of the top educational challenges facing our country today” (p. 323).

An enormous rate of turnover was recently up to about 15 percent nationwide

annually and is the major factor driving the need for new teachers, compared to about 10

years earlier when there was only a 3 percent turnover rate. Moreover, a recent policy

brief from the Alliance for Excellent Education (2005) estimated that, nationally, costs of

replacing public-school teachers who drop out of the profession prior to retirement were

$2.2 billion a year (using the U.S. Department of Labor’s figure that attrition costs an

employer 30 percent of the departing employee’s salary). Nationally, approximately 30

percent of new teachers leave within 3 years, and 40 percent to 50 percent leave within 5

to 7 years (Huling-Austin, 1992; Ingersoll, 2002b; Ingersoll & Smith, 2004).

According to the National Commission on Teaching and America’s Future (2003),

there are several steps that districts use to calculate the number of leavers, beginning with

first entering the number of teachers who left the school the previous year. Second, in

order to calculate the cost of each teacher who left, one must enter the estimated cost,

which in Texas is $8,400 for urban schools and $3,600 for non-urban schools. Third,

officials analyze the estimate including the costs of recruiting, hiring, processing, and

training a new teacher. Finally, the average estimate is calculated. The Web site of the

National Commission on Teaching and America’s Future has a calculator, which

calculates all of the costs.


28

Principal Leadership

The relationship between each teacher and her or his principal is unique. Although

one might anticipate that teacher perceptions of principal leadership are influenced by

peers, each teacher has a unique perspective on principal leadership (Barnett &

McCormick, 2004). In fact, Sparks (2002) indicated that teachers, even those in the most

demanding settings, are far more likely to remain in their positions when they feel

supported by administrators, have strong bonds of connection to colleagues, and are

aggressively pursuing a collective vision for student learning about which they feel

passion and commitment. On the other hand, a lack of support from the administration

tends to lead to teachers’ feeling that they do not belong to the learning community,

which is the foundation of a strong school.

A leader’s influence is largely manifest through influencing school conditions and

teachers’ work, which in turn affect school and student outcomes. Positive and supportive

leadership by principals is important to teachers. Leaders also must ensure that teachers

have adequate resources and materials to do their job (Darling-Hammond, 2003; Ingersoll

& Smith, 2003). Furthermore, sufficient common planning time should be built into the

schedules of classroom teachers and specialists so that they can address instructional

needs and classroom concerns (DiPaola & Walther-Thomas, 2003). Research has

indicated that the successful principal is one who can provide guidance, inspiration, and

new vision for contemporary education (Bennis, 2003). Leadership is first and foremost

responsible for the decisions one makes or fails to make (Heifetz & Laurie, 2001; Heifetz

& Linsky, 2002).

Among the attributes associated with trust were the communication of clear
29

expectations to parents and students, a shared vision among faculty, consistent

administrative support for teachers, and processes for group decision making and

problem solving (Hirsch & Emerick, 2007). Effective principals teach, they help, they

encourage, but mostly they serve. They provide the steadiness and stability that teachers,

students, parents, and communities need to function productively in a school environment

(Drago-Severson, 2004).

On the other hand, inadequate administrative support has been reported as a

common point of dissatisfaction among beginning teachers (Certo & Fox, 2002; Colgan,

2004; Ingersoll & Smith, 2003; Kelly, 2004). Teacher turnover is particularly high among

new teachers who are most dependent upon principal leadership and support. In a recent

study, Hanushek et al. (2004) found that in Texas, the percentage of teachers leaving low-

performing schools (20 percent) is significantly higher than those leaving high-

performing schools (15 percent). If schools are to succeed in retaining teachers, a proper

infrastructure should be in place that allows teachers to focus most of their time and

energy on teaching. With this in mind, school leaders should give new teachers less of a

workload and fewer responsibilities and duties so that they can concentrate on their

classrooms and students (Sargent, 2003).

Beginning Teachers

On the face of it, teacher turnover and shortage may appear relatively benign.

Today’s teaching force is the largest in history, and in recent years over 150,000 new

teachers have graduated from preparation programs annually (National Commission on

Teaching and America’s Future, 2003; National Education Association, 2003). A growing

body of literature on how teachers develop expertise suggests that novice’s progress
30

through a continuum, or various stages, of development (Berliner, 1994, 2004; Darling-

Hammond & Bransford, 2005; Feiman-Nemser, 2001). Berliner, for example, describes

five stages—from novice to expert—that characterize teacher development. His model

focuses on the cognitive processes of teachers (e.g., how they think and describe their

work). In each successive stage of Berliner’s continuum, teachers demonstrate more

effective teaching practices as well as increasingly complex ways of thinking about these

practices. Berliner characterizes the behavior of a novice as “rational, relatively

inflexible, and [tending] to conform to whatever rules and procedures he or she was told

to follow” (p. 206). As novices move through the various stages of development, they

become more adept at reflecting on experiences and using this knowledge to inform their

teaching practices. The expert, or final, stage in Berliner’s developmental continuum is

characterized by teachers who act fluidly and effortlessly.

“The first years of teaching are typically the most challenging for beginning

teachers. Often novice teachers struggle to survive day to day” (Bartell, 2005). “Novice

teachers quickly find that what they learned in the university does not assist them in the

day-to-day realities within the classroom” (Good & Brophy, 2003). “Further, there is

significant research that demonstrates teacher perceptions toward student capabilities

largely determine student performance” (Delpit, 1995; Williams, 2003). “A study in

Texas found that teachers with zero to two years of experience were almost twice as

likely as more experienced teachers (with 11 to 30 years of experience) to exit the Texas

public schools and almost four times as likely to switch school districts” (Hanushek,

2003). “This trend is not necessarily out of character for professional fields as a whole;

researchers disagree on whether attrition rates for new teachers are significantly higher
31

than for recent graduates in other professional fields” (Ingersoll, 2000; Henke & Zahn,

2001). However, as large numbers of the teaching force are now near retirement, more

young and inexperienced teachers will need to be hired to fill these pending vacancies.

Beginning teachers’ successful adjustment to their new roles depends on many

influencing factors (Gagnon, 2004; Thompson, 2004). Studies of beginning teachers from

both traditional and alternative teacher preparation programs show that many new

teachers do not feel adequately prepared to meet the challenges they face when they first

begin teaching in their own classrooms (Berry, 2004; Public Education Network, 2003).

Although novice teachers have received pre-service training, “it can’t possibly prepare

them to do all of the things that teachers need to do at once as they teach” (O’Neill,

2004). Turnover is particularly problematic among novice teachers. A recent study of

nearly 400,000 teachers in the state of Texas found that teachers who chose to change

districts were more likely to take a job where there were fewer minorities, lower poverty

rates, and higher student achievement. On average, teachers tended to transfer to districts

that had 2 percent fewer African American students, 4.4 percent fewer Hispanic students,

6 percent fewer low-income students, and slightly higher average student test scores

(Hanushek, Kain, & Rivkin, 2002).

Within their first five years of teaching, about one-third of new teachers leave

their positions (Darling Hammond, 2003). Historically, as many as half of all beginning

teachers leave the profession within the first 5 years of teaching. Currently, 14 percent of

new teachers exit by the end of the first year, 33 percent are gone within 3 years, and

almost 50 percent leave in 5 years (Smith & Ingersoll, 2004a). As schools constitute

organizations that are highly dependent on the coherence, commitment, and continuity of
32

their staff to produce positive student outcomes, a high degree of teacher turnover can be

a serious and cost-intensive problem (Ingersoll, 2001a; NCTAF, 2003).

High turnover rates disrupt children’s education in general, splinter instructional

programs, and undermine professional development processes (Johnson, Kardos,

Kauffman, Liu, & Donaldson, 2004). Research indicates that “teachers with positive

perceptions about their working conditions are much more likely to stay at their current

school than educators who are more negative about their conditions of work, particularly

in the areas of leadership and empowerment” (Hirsch & Emerick, 2007, p. 14).

Attrition

The cost of extreme teacher attrition to public education beyond the expense of

normal operating costs in districts is a waste of taxpayers’ money, and it does not

contribute to the education of Texas children (Shockley, Guglielmino, & Watlinton,

2006). Teacher attrition is vital to improving student achievement. Teacher turnover

affects the sense of school community and weakens the ability of the school to sustain

improvement. (Ingersoll, 2001a; NCTAF, 2003). Teacher attrition continues to be a costly

burden to many school districts. Texas loses between $8,000 and $48,000 for each

beginning teacher who leaves (Darling-Hammond & Sykes, 2003).

Attrition for students and teachers is a complex process that may also contribute

to teachers’ need for increased support and guidance (Kauffman, Johnson, Kardos, Liu, &

Peske, 2002). A contributing factor to teacher attrition is the stress experienced by novice

teachers during their induction years into the teaching profession. Imazeki (2005) pointed

out that few studies of teacher attrition differentiate between teacher exit from the

profession and teacher transfer to another school or district. Her results suggested that
33

failing to differentiate teachers who transfer from those who leave the profession

obscures the information on behavior of teachers who transferred.

From a national perspective, 9 percent of U.S. public school teachers are reported

to leave the profession before completing their first year of teaching, and more than 20

percent of new teachers leave their positions within three years (Kaplan & Owings,

2004). Further studies showed that between one-third and one-half of all teachers leave

the profession within the first 5 years (Darling-Hammond, 2003; Ingersoll & Smith,

2003, 2004; Kaplan & Owings, 2004; Minarik et al., 2003).

A majority of teachers are creative and motivated by a number of external factors,

but they become frustrated with the inner workings of the organization’s internal politics

or within specific situations (Mathisen, 2006). When comparing attrition rates of

beginning teachers after the first year of service to the rates of those who did participate

in either an induction or mentoring program, researchers have found lower percentage

rates of attrition for the latter group (Ingersoll & Smith, 2003). Turnover is particularly

problematic among novice teachers. As schools constitute organizations that are highly

dependent on the coherence, commitment, and continuity of their staff to produce

positive student outcomes, a high degree of teacher turnover can be a serious and cost-

intensive problem (Ingersoll & Smith, 2003; NCTAF, 2003).

Self-Efficacy

“Teacher efficacy has proven to be powerfully related to many meaningful

educational outcomes such as teachers’ persistence, enthusiasm, commitment, and

instructional behavior, as well as student outcomes such as achievement, motivation, and

self-efficacy beliefs” (Tschannen-Moran & Hoy, 2001, p. 783). Therefore, teacher


34

efficacy affects the personal effectiveness of the teacher and plays a role in teacher

turnover. Accommodating individual learning styles preferences through complementary

educational, instructional, teaching, and counseling interventions results in increased

academic achievement and improved student attitudes toward learning (Dunn, Griggs,

Olson, Gorman, & Beasley, 1995). In his foundational treatise “Self-Efficacy: The

Exercise of Control,” Bandura (1997) emphasized that personal efficacy is the key factor

in initiation and execution of intentional actions, also known as agency. He illustrated his

theory with the following statements: “If people believe they have no power to produce

results, they will not attempt to make things happen” (p. 3). “Self-belief does not

necessarily ensure success, but self-disbelief assuredly spawns failure” (Bandura, p. 77).

In the development of one’s self-efficacy, Bandura’s research suggested the term

causation denotes the functional dependence between events that occur as one’s

definition of personal efficacy is evolving.

In social cognitive theory, the human agency operates with an interdependent

connection between certain critical factors. In the transactional view of self and society,

internal factors in the form of cognitive, affective, and biological events; behavior; and

environment events all operate as interaction determinants that influence on another bi-

directionally (Bandura, 1997). The concepts of self-esteem and perceived self-efficacy

are used interchangeably as though they represented the same phenomenon. In fact, they

relate to entirely different things. According to Bandura, perceived self-efficacy is

concerned with judgments of personal capability, whereas self-esteem is concerned with

judgments of self-worth. There is no actual fixed relationship between beliefs about one’s

capabilities and whether one likes or dislikes oneself.


35

Perceived self-efficacy regulates human functioning through cognitive processing,

motivational behavior, and one’s mood or affect (Bandura, 1997). Based on social

cognitive theoretical framework, a teacher’s self-efficacy is “the extent to which the

teacher believes he or she has the capacity to affect student performance” or “organize

instruction that motivates student learning” (Bandura, 1996; Brouwers & Tomic, 2003;

Deemer & Minke, 1999; Denzine, Cooney, & McKenzie, 2005; Onafowora, 2004). The

literature shows that teacher efficacy is a potent construct that determines instructional

effectiveness (Deemer & Minke, 1999; Guskfy, 1987). Literature has provided strong

evidence that teacher’s sense of efficacy, which is defined as “teacher’s judgment of his

or her capabilities to bring about desired outcomes of student engagement and learning,

even among those students who maybe difficult or unmotivated” (Tschannen-Moran &

Woolfolk Hoy, 2001, p.783),. Bandura (2001) emphasized, in his guide for developing

self-efficacy scales that self-efficacy is a domain and task-specific construct and its items

should reflect this specificity.

Darling-Hammond, Chung, and Frelow (2002) suggested that teachers’ sense of

preparedness and sense of self-efficacy are related to their feelings about teaching and

their plans to stay in the profession. Teacher efficacy has been linked to teachers’

enthusiasm for teaching (Allinder, 1994: Guskey, 1984) and their commitment to

teaching (Coladarci, 1992; Evans & Tribble, 1986). A study conducted by Riggs et al.

(1994) supports evidence that teachers’ sense of efficacy increases when they receive

learning opportunities that provide them with greater skills. .

The relationship between self-efficacy and teacher behavior has been well

established in the research. Clearly, a teacher’s ability to reach students and affect change
36

begins with his or belief that he or she can. As Pajares (1996) stated, “Efficacy beliefs

help determine how much effort people will expend on an activity, how long they will

persevere when confronting obstacles, and how resilient they will prove in the face of

adverse situations—the higher the sense of efficacy, the greater the effort, persistence,

and resilience” (p. 544).

Gender

Gender has also been a focus of a number of research studies in reference to

teacher turnover. In Krieg’s (2006) study of teacher quality and attrition, a large disparity

in turnover rates was found when the results were sorted by the variable of gender.

Krieg’s study found that, contrary to popular perception; high-quality female teachers

were more likely to stay in the profession but that retention among males was not related

to teacher quality. Krieg also found that more females left for family reasons and males

with higher degrees in the technical sciences were more likely to leave (pp. 13-27). If in

fact, more women stay in the field than men, why are the percentages of male and female

turnover rate comparable?

Furthermore, women are more likely than men to enter teaching. Henke, Chen,

Geis, and Knepper (2000), in a longitudinal study of more than 11,000 college graduates

who received degrees between July1992 and June 1993, found that women were more

likely than men to enter the teacher pipeline (i.e., to have taught in a school, to have

become certified to teach, to have applied for a teaching position, or to be considering

teaching).
37

Summary

Previously, Chapter I indicated that there was a problem with teacher retention.

Because teachers leave within their first 3 years of teaching, little or no data have been

collected to find out why. Chapter II has identified the purpose of the study. Many factors

contribute to teacher retention, such as principal leadership, mentoring, and beginning

teachers’ perspectives. Chapter III seeks to address the phenomenon of teacher retention

as it relates to mentoring and self-efficacy. In that chapter, research questions, research

methodology, and designs will be created to prepare for the research study.
38

CHAPTER III

METHOD OF PROCEDURE

The primary purpose of the study was to identify whether teachers’ self-efficacy

level and mentoring experience have a significant impact on those who remain in the

field as opposed to those who leave. This study used descriptive statistics and T-test to

determine if teachers have high or low self-efficacy levels and experiences in mentoring.

In addition, evaluation ratings were grouped by levels of teaching such as elementary,

middle and highs school teachers. Gender was used as a base to determine the difference

between a male and female teacher’s perception of his or her self-efficacy levels or

mentoring experiences. The study addressed the phenomenon of teacher retention as it

relates to mentoring and self-efficacy scores. A teacher was able to participate in the

survey if they were Texas certified in a public school, currently teaching and a first

through fifth year teacher.

Statement of the Problem

Arguments have been made that the current demand for teachers is not a result of

a shortage of teachers but rather due to the high attrition rate of existing teachers,

particularly those who leave education within the first 5 years of their career (Darling-

Hammond & Sykes, 2003). Much attention and research have been focused on teacher
39

turnover; however, there is a need for new research on retention, particularly amongst

first through fifth year teachers. Due to the research and turnover rates, teachers’

perceptions must be fully understood to change the turnover rates.

Purpose of the Study

The primary purpose of the study was to identify whether teachers’ self-efficacy

level and mentoring experience has a significant impact on those who remain in the field

and those who leave. Gender was carefully analyzed to see whether there is a relationship

in how males and females view mentoring and their levels of self-efficacy as they relate

to the school setting. Given the lack of current empirical studies using efficacy, teacher

perspectives, and principals’ perceptions of mentoring programs as predictors of

retention, it was necessary to examine to what extent, if any, teachers’ mentoring

experience, self-efficacy, and gender are factors in teacher retention.

Research Questions

This study will focused on answering the following questions:

1. Is there a significant difference in Texas elementary teachers’ self- efficacy

scores and mentoring scores in relation to gender?

2. Is there a significant difference in Texas middle-school teachers’ self- efficacy

scores and mentoring scores in relation to gender?

3. Is there a significant difference in Texas high-school teachers’ self-efficacy

scores and mentoring scores in relation to gender?

Null Hypotheses

The following hypotheses will be tested:

Ho1- There is no statistically significant difference in self-efficacy scores and mentoring


40

scores between elementary school male and female teachers.

Ho2- There is no statistically significant difference in self-efficacy scores and mentoring

scores between middle-school male and female teachers.

Ho3- There is no statistically significant difference in self-efficacy scores and mentoring

experiences scores between high-school male and female teachers.

Research Site

Due to equal opportunity and factors associated with providing unbiased

information, the research site was online. Participants were allowed to complete the

survey online in the comfort of their home or school. Individuals who participated in the

study currently reside in Texas.

School Characteristics

Due to the research status, 20 Texas schools participated in the research study.

School campuses with enrollments of over 500 pupils were considered high enrollments

schools. Schools with less than 500 pupils were considered low enrollment schools.

Moreover, campuses with more than fifty percent minority enrollment were considered

high minority campuses and those campuses with less than fifty percent minority

enrollment were considered low minority campuses. Two elementary schools had less

than 500 pupils enrolled at the time of the survey. Of the twenty schools selected, 10 of

the schools had over fifty percent minority enrollment.

Research Methodology

Data was analyzed using the Statistical Package for Social Sciences

(SPSS) for Windows software (standard) version 16. Within the study, Descriptive

statistics, T-Test were utilized in the quantitative study. Coefficient alpha (also called
41

Cronbach’s alpha or the reliability coefficient) was used in the scale reliability analysis.

The predictor variables in the study are the following: self-efficacy level scores, and

mentoring perception level scores. In the study, gender will be the criterion variable. The

results from the surveys were reported in tabular form. Responses obtained in the study

were compared not only by years of teaching, but also by gender frequencies. Nominal

categories were created from the survey response. Each response is an indicator of

teacher attitude. In addition, the researcher will group each of the groups by gender to

observe the responses.

Research Design

A quantitative design was used to capture the complex reality of teacher’s

perceptions on mentoring and self-efficacy. The study incorporated Bandura’s Instrument

of Self-Efficacy for Teachers, which measures the self-efficacy level of each teacher in

the study. The second survey entitled, “Induction Mentoring Program for Novice

Teachers,” adopted from Kansas State University, is also utilized in the survey. The study

uses multiple sources of data: surveys, district Websites, the Texas Public Education

Information Management System (PIEMS), and the Texas Academic Excellence

Indicator System (AEIS).

First, each teacher had the opportunity to answer the self-efficacy survey.

Upon completion, each first-year teacher, second-year teacher, and so on was given a

survey entitled the Induction Mentoring Program for Novice Teachers. When completed,

the researcher took the first surveys and grouped each one by gender and teaching level.

Next, the researcher retrieved the second survey and groups each year teacher by gender.

Charts for tallying the prescribed structured responses were created. After all the
42

responses were tallied, tables were constructed with the totals needed to compute simple

percentages and statistical significance for all comparison groups.

Table 1

Summary of Variables found

Independent Variable Dependent


Teacher Self-Efficacy Levels
Gender Mentoring Experiences
Levels in which the teacher teaches

Population and Sample

The participants in the study included elementary, middle, and high school

teachers in Texas with one to five years of teaching experience who are certified in Texas

as of spring 2008. The study includes 20 of 7,870 Texas schools. The Texas Education

Agency provided the names of different schools in Texas .The total sample for the study

was 150 teachers. Using the sample size calculator with a 95 percent confidence level and

a confidence interval of 10 percent, at least 50 teachers will need to respond to represent

the desired population. The researcher’s school was not included in the study.

The anticipated 106 first through fifth year teachers were given an informed

consent letter and asked to participate in the research study by responding to a teacher

survey and a teacher efficacy scale. The investigation was implemented online with the

approval of the principal and teacher of each perspective school. Teachers were asked to

rank their perceived general self-efficacy perception scores, as well as their mentoring
43

experience scores. Teachers were asked to rank other independent item measures relevant

to teacher retention such as job satisfaction in relation to self-efficacy and their

relationship with their mentor, community involvement and create a positive school

climate.

Instrumentation

Two questionnaires were used in the study. The first questionnaire that

was used is entitled, “Bandura’s Instrument Teacher Self-Efficacy Scale, which consists

of 31 items. The survey includes the following headings: Efficacy to Influence Decision

Making, Efficacy to Influence School Resources, Instructional Self-Efficacy, Disciplinary

Self-Efficacy, Efficacy to Enlist Parental Involvement, Efficacy to Enlist Community

Involvement and Efficacy to Create a Positive School Climate.

A second survey designed by the Kansas State University Professional

Development School Project was used in this study. The survey includes 12 statements

regarding the teachers mentoring experiences. Each question centers on the teacher’s

experience with his or her mentor. All teachers were asked to respond to each of the

statements. Permission has been verbally granted to use this model. The multiple-choice

questions was used as a data source to determine the participants perceptions on

leadership, mentorship, professional development, induction programs, and mentorship.

Validity

The author’s bias was addressed by using triangulation, which included the use of

two surveys. The approach supported the validity of the collected quantitative data

described by participants of the investigation. The objective was to analyze the

perceptions of each teacher’s experience with mentoring and understand the feelings of
44

the teachers. Each participant was able to form his or her perception without any

coaching or promoting from the researcher. This study employed different strategies that

may promote validity. The use in the survey of multiple questions creates unbiased

questioning techniques.

Reliability

Joppe (2000) defines reliability as, “The extent to which results are

consistent over time and an accurate representation of the total population under the study

is referred to as reliability and if the results of a study can be reproduced under a similar

methodology, then the research instrument is considered to be reliable” (p. 1). The study

used the Test-Retest Reliability method on each survey to confirm consistency among the

different administrations. The first administration was given in the months of February

and March. The same test was administered in June of 2008 to determine if the test is

reliable and if each respondent answered the same or felt the same way about a particular

issue. In addition Dr. Bandura’s Self-Efficacy Test and the Kansas State University

Mentoring survey have been used in numerous studies and developed by groups of

educational doctors who have researched various topics in relation to self-efficacy or

mentoring

Dr. Bandura

• Bandura’s exercise self-efficacy scale: Validation in an Australian cardiac

rehabilitation setting.

• A validity and reliability study of the coping self-efficacy scale by Margaret

Chesney, Torsten Neilands, Donald Chambers, Jonelle Taylor and Susan Folkman.

• Bobo Doll experiment


45

• A multi-study investigation of self-efficacy measurement issues by Shane Spiller

and Robert D. Hatfield.

• A Production Self-efficacy Scale: An Exploratory Study by Mosley, Don, C, Jr.

Boyar, Scott L, Carson, Charles, M.Pearson, Allison W.

KSU Survey

• The survey was conducted and tested by a group of professors from Kansas State

University. The survey is new and have not been utilized in many studies, but was

developed by a team of educational doctors.

Each survey has multiple questions, which reduces bias. Second, individuals who

participated in the study were not familiar with the researcher; therefore, the answers will

be more accurate. Reliability of the survey instruments and the data analysis consisted of

correlation coefficients, which can be determined using tests, questionnaires, and

instruments (Airasian & Gay, 2003, p. 101). Question responses may be interpreted once,

and then the researcher may follow up on the questions. When looking for reliability, the

researcher will test the instrument numerals and then retest. Due to the fact that the

survey utilized in the research is research based, the above means may be unnecessary. In

ensuring reliability, the researcher will conduct field-testing at a local elementary, middle,

and high school in Texas. Data will be taken back to the participant in the study.

Participants will be able to form their own perceptions without any coaching or

prompting from the researcher. Approval was appropriate in allowing the perspective

schools to participate in the teacher questionnaire. The researcher followed the necessary

district approval and obtained the IRB approvals prior to the collection of data.
46

Data Collection and Recording

The teacher retention study was quantitative in design. Copies of Bandura’s Self-

Efficacy Measurement and Kansas State University Mentoring Project were sent to all

certified teachers who had also taught up to five total years. A cover letter consisting of a

description of the study and informed consent information were included. Upon

completing the survey online, the teacher was suggesting that he or she wanted to

participate in the survey. Administrators in each building were contacted by the

researcher and asked to distribute the materials to all participants. All principals had extra

hard copies of the survey for teachers who did not feel comfortable using the internet.

Participants were asked to complete the surveys online within 10 days from the date of

receipt. A follow-up phone call was sent five days after the initial phone call was made.

Primary data collection was administered through survey research of first-

through fifth-year teachers. Responses from each of the participants on self-efficacy and

mentoring perceptions were analyzed. Important data will be extracted, coded, and

categorized according to gender. Both of the surveys were summarized and analyzed. The

statistical analyses were performed using the SPSS statistical analysis program to

compute the results gather from Bandura’s Self-Efficacy Measurement and Kansas State

University Survey. An alpha level of 0.05 was used to determine statistical significance.

Frequencies and percentages were generated for the variables of age, level teachers

taught and the scores generated from the survey

Analysis of Data

Means, standard deviations, and number of responses were calculated for

the total score of Bandura’s Self-Efficacy Measurement and Kansas State University
47

Survey. A T-test was used to view the relationship between male and female perceptions

concerning mentoring and self-efficacy. The total scores for both instruments were

calculated and analyzed to examine the relationship.

Research questions one through four guided the examination of the

differences in the relationship between Bandura’s instrument and Kansas State University

Instrument, depending on two predictors: gender and teaching assignment grade level.

Descriptive statistics and a T-Test were used where appropriate. Relevant themes and

patterns were identified. The perceptions of each participant were complied into a big

picture explanation of the topic. Analysis and conclusions was based on individual

experiences shared by the participants and experiences and observations of the researcher.

Table1

Summary of Analysis for Research Questions

Research Question Survey Question Analysis


1-3 1-33 Dr. Bandura Descriptive Statistics

1-12 Kansas State University Discriminatory Analysis

T-Test

Summary of Methodology

Research Questions 1 through 3: In order to obtain an average value, all

the data values were added up and divided for each one of the survey questions for Dr.

Albert Bandura and the Kansas State University Mentoring Group to obtain the average

for each particular question. Once the average was provided for each question, the

average of each question was then added to the average the other questions and a total

was provided. Once the total was provided, the mean was then divided by the number of
48

responses and a mean score was provided separately for elementary, middle and high

school males who participated in the survey and all elementary, middle and high females

who participated in the survey. SPSS was utilized to obtain the mean and standard

deviation. The standard deviation was derived from finding the average sets o of

numbers. Next, the average was subtracted from the numbers on the original survey. The

new values from the subtracted numbers are the deviations form the average. All of the

deviations were squared individually. After each value was squared, all the new values

were added together. After adding all the numbers together, the sum was divided by the

amount of numbers on the original list. Upon obtaining the sum that was divided, the

square root was taken, which provided the standard deviation. Chapter III presented

research questions, research methodology, and the research design for the study. Variables

were described in the study. Population and sample selection were also discussed.

Sections describing instrumentation, validity, and reliability were analyzed. Data

collection and components of how the data would be collected were discussed. Different

tests were described in order to allow the researcher to obtain information relevant to the

study. Data collection and result findings in the study will be included in Chapter IV.

Finally, Chapter V presents the summary


49

CHAPTER IV

ANALYSIS OF DATA

The purpose of the chapter is to present the analysis of data collected in the study

of factors that prevent or keep teachers in the education field. This section describes

findings as they relate to each research question. Each question will be followed by a

quantitative description of some of the survey questions in relation to the percentage of

respondents. Descriptive information in the form of means and p values is reported

followed by statistically significant findings.

Characteristics of Survey Respondents

A total of 106 surveys were taken on line by Texas public teachers who had taught

for 1 to 5 years. After making phone calls to the superintendent in the districts and

principals, a total of 106 surveys were received for a response rate of 84 percent. The

responses are recorded online and have been used to help compare means among male

and female respondents in each teaching level throughout the chapter. The results were

used to address the research questions and hypotheses developed for the study.

Descriptive data of the participants’ gender and level of teacher are included.

Descriptions of the research site and the population and sample are included in this

chapter. Statistical analysis of each research question is reviewed, and the results of data

analyses are presented in tables to illustrate statistical significance. Tables were also used

to delineate correlations between teacher self-efficacy scores and mentoring scores.

Statistical analyses of the hypotheses are also presented.

Research has linked teachers with positive mentoring experiences and high self-
50

efficacy levels to teacher retention. Information on teacher retention which deals with

perceptions plays a leading role in student achievement. It is important to explore which

teacher characteristics correlated with a teacher’s self-reported perceptions of self-

efficacy as well as mentoring experiences in the Texas school setting. The more positive a

teacher is, the more successful the student will become.

Presentation of Quantitative Data

Upon identifying all first through fifth year teachers in Texas, it was determined

that the elementary teachers participated more in the survey as compared to middle and

high school teachers as indicated in Table 1. It was further determined that more females

participated in the research study overall than male teachers as indicated in Tables 2,3,4,

and 5. Finally, it was determined that further research on gender inequalities in schools

may be appropriate.

Description and Statistical Analysis

Teachers (N=106) in Texas currently employed in Texas public schools in grades

K-12 completed the two surveys. Of those surveyed, 107 completed enough of the survey

for data analysis. Among the 106 participants, 87 were females which equated to 81.1

percent and 19 were males which equated to 16.9 percent. All data collected on the

Kansas State University survey on mentoring and Albert Bandura’s Self-Efficacy survey

were summarized and analyzed using a frequency distribution summary, a profile of

means and standard deviations and t-test analysis. The results were used to address the

research questions and hypotheses developed for the study. As illustrated in Table 1, 48

respondents served Texas Elementary students, 29 respondents served Texas Middle

School students and 29 served Texas High School students.


51

Descriptive data of the participants’ gender and teaching levels are included.

Descriptions of the research site and the population and sample are included in this

chapter. Statistical analysis of each research question is reviewed, and results of data

analyses are presented in tables to illustrate statistical significance. Tables were also used

to delineate correlations between elementary, middle and high school teachers mentoring

experiences and self-efficacy levels. Statistical analyses of the hypotheses are also

presented.

TABLE 2

PERCENTAGE OF TEACHERS AT EACH LEVEL

TEACHING N=107 %TOTAL

LEVELS
Elementary 45.3
Middle 27.4
High 27.4

Table 3

PARTICPANT'S GENDER

Gender NUMBER PERCENT


Female 87 81.1
Male 19 16.9

Table 4

PARTICIPANT’S GENDER BY TEACHING LEVEL

ELEMENTARY SCHOOL

Gender Number Percent


Female 41 85.4
Male 7 7
52

MIDDLE SCHOOL

Table 5

Gender Number Percent


Female 28 96.9
Male 1 3.4

HIGH SCHOOL

Table 6

GENDER NUMBER PERCENT

Female 18 62.1

Male 11 37.9

Participants’ responses were analyzed using the percentage of responses generated

in Table 4. The participants’ responses provided answers and insight into how teachers

feel about their self-efficacy levels. In addition, the top 5 responses were selected

according to the survey in each category and level of teaching. One question asked, “How

much can you influence the decisions that are made in the school? Fifty seven percent of

the elementary male teachers believed that they could have some influence over the

school, which also allows these teachers to feel empowered. On the other hand, forty-

eight female teachers believed that they had some influence over the decisions that are
53

made in the school.

A second question which had a high percentage was, “How much can you do to

get the instructional materials and equipment you need? Seventy one percent of the males

believed that they had some influence over resources as compared to thirty-four females.

A third question which generated a high percentage rate was, “How much can you do to

keep students on task on difficult assignments?” Fourteen males believed that they could

do quite a bit to keep students on task, as compared to sixty-eight female teachers. A

fourth question which had a high efficacy rate was, “How much can you do to get parents

to become involved in school activities?” Only twenty-eight percent of the male teachers’

believed that they had some influence over parental involvement as compared to sixty-

one female elementary teachers. Finally, the question that generated a high response was

“How much can you do to increase student’s memory of what they have been taught in

previous lessons?” Seventy-one percent of the males believe that they have quite a bit of

influence on increasing student’s memory, while sixty-eight of the female teachers

believe that they can do quite a bit in increasing a student’s memory.

In the self-efficacy survey, there were questions that yielded low levels of self-

efficacy levels. The first question was “How much can you help other teachers with their

teaching skills?” Twenty eight of the males believed that they would be of little help,

while twelve females believed that they could assist very little. Secondly, when teachers

were asked, “How much can you do to enhance collaboration between teachers and the

administration to make the school run effectively, fifty-seven of the males believed that

they could do very little to enhance the collaboration between teachers and

administrators, while twenty-two of the teachers believed that they could do very little to
54

allow the school to run effectively. Another question that was asked in the survey was,

“How much can you do to reduce school drop out?” Of the elementary males surveyed on

the question of school drop out, forty two percent believed that they would be of little

help, with reducing the levels while twenty two of the females believed that they would

be of little help. When teachers were asked, “How much can you do to get business

involved with working in the school, forty-two males believed that they could do very

little to get these businesses involved, while 29.3 percent of females believed that they

could do very little to get businesses involved. The final question which generated a sense

of low-self-efficacy was the question of, “How much can you do to reduce school

absenteeism?” Fifty-one percent of the males indicated that they could do very little to

reduce school absenteeism, while thirty one percent of the females indicated that they

could do very little.

Quantitative Data

Question number one for elementary males was based on different decisions

which are made in school. Decisions relating to instructional strategies, student

discipline, new programs, community involvement and how to assist students were a

factor in the number of teachers who believed they had some influence. The continuum

for the response of answers for the male teacher was considered very low or in the

middle. Forty two percent of the male teachers believed that they had very little influence

on making decisions, while fifty seven percent of the male teachers believed that they had

some influence. When comparing the male teachers to the female teacher’s response, the

female teachers had a slight lower rate in believing that they could make decisions

concerning the school. Twenty nine percent of the female teachers believed they had very
55

little influence on making decisions in the school, while forty eight percent of the female

teachers believed that they had some influence. Within the group, a small percentage of

the females believed that they could do quite a bit when decisions were made in the

school. While analyzing this question, several factors must be considered such as each

teacher’s personality and the relationship in which the teacher had formed with the

principal.

Third Research Question

The analysis of the difference between a middle school’s teacher's self-efficacy

scores and mentoring scores in relation to gender was charted using descriptive statistics.

The problem was stated in the null form for analysis. The null hypothesis was expressed

as follows: There is not a significant difference between genders when observing self-

efficacy scores and mentoring scores according to gender.

The data regarding a teacher's self-efficacy level and mentoring score were

collected by means of a Liker scale. The respondents' scores of expectation could range

from a low of 0 to a high of 100.00. The mean and standard deviation for the data of the

average teacher satisfaction score for self-efficacy and mentoring were calculated. These

gains were obtained from teacher who has taught 1-5 years. A t-test was calculated for the

self-efficacy score and mentoring score to determine if the means of the two samples

were or at least significantly, different. The p has to be less than.005, which indicates that

there were not significant differences in the teachers’ scores according to gender as

indicated in Table 8. There is a linear relationship between an elementary male and

female’s perceptions of their self-efficacy levels and mentoring experiences. Therefore,

the null hypothesis suggest that there is no significant difference between a male and
56

female's self efficacy scores and mentoring scores in relation to teacher retention is not

rejected. The mean for males and females were calculated and significant figures were

tested.

Second Research Question Analysis

The analysis of determine the relationship between a male and female middle

school teacher's self-efficacy scores and mentoring scores in relation to teacher retention.

The problem was expressed in the null form for analysis. The null hypothesis was stated

as follows: There is no relationship between a male and female middle school teacher's

attitude concerning self-efficacy levels and mentoring experiences.

As illustrated in Table 9, the mean and standard deviation for the data of the

average teacher satisfaction score for self-efficacy and mentoring were calculated. These

gains were obtained from teachers who have taught 1-5 years. A t-test was calculated for

the self-efficacy score and mentoring score to determine if the means of the two samples

were or at least significantly, different. The p value for the calculation was set at p<.005,

which indicates that there were not significant differences in the teacher’s scores

according to gender. The t-test performed on the means of the self-efficacy scores and

mentoring scores did not have a significant relationship amongst male and females. The

null hypothesis that there is no significant difference between a male and female's self

efficacy scores and mentoring scores in relation to teacher retention is not rejected. .

Third Research Question Analysis

The analysis to determine the relationship between a male and female high

school teacher's self-efficacy scores and mentoring scores in relation to teacher retention

was completed through descriptive statistics and the t-test. The problem was expressed in
57

the null form for analysis. The null hypothesis was stated as follows: There is no

relationship between a male and female middle school teacher's attitude concerning self-

efficacy Levels and mentoring experiences. The mean and standard deviation for the data

of the average teacher satisfaction score for self-efficacy and mentoring were calculated.

These gains were obtained from teachers who have taught 1-5 years. A t-test was

calculated for the self-efficacy score and mentoring score to determine if the means of the

two samples were or at least significantly, different. The p value for the calculation was

set at p<.005 which indicates that there were not significant differences in the teacher’s

scores according to gender as indicated in Table 10. The t-test performed on the means of

the self-efficacy scores and mentoring scores did not have a significant difference

between the two variables, indicating that there is a linear relationship between middle

school male and female teacher's perceptions of their self-efficacy levels and mentoring

experiences. Therefore, the null hypothesis is that there is no significant difference

between a male and female's self -efficacy scores and mentoring scores in relation to

teacher retention was not rejected.

This chapter presented the results centered on four research questions. Descriptive

and survey data provided information helpful in determining the degree of the

relationship between teacher self-efficacy levels and mentoring levels. Additional

inferential statistics provided insight to gauge the degree of differences in the relationship

between teacher efficacy levels and mentoring experiences in relation to gender. Chapter

5 presents an overview of the study and a summary of findings. Conclusions and

recommendations for future studies are also discussed in Chapter 5.

Summary
58

This chapter presented the results centered on four research questions. Descriptive

and T-Test Analysis and survey data provided information helpful in determining the

degree of the relationship between self-efficacy scores and mentoring scores in relation to

gender. Additional inferential statistics provided insight to gauge the degree of

differences in the relationship between teacher evaluation practices and teacher job

satisfaction dependent on three predictors. Chapter 5 presents an overview of the study

and a summary of findings. Conclusions and recommendations for future studies are also

discussed in Chapter 5.

CHAPTER V

SUMMARY, RECOMMENDATIONS, AND CONCLUSIONS

Summary
59

The teacher retention problem has been an ongoing process for many

years. In order to fix the teacher retention problem, researchers and educators must began

to plan support programs for new teachers. According to Ingersoll, “This nation is facing

a teacher turnover rate of over 16.5 percent and as high as 50 percent in hard to fill urban

schools” (2001).

The data that identified the factors that influence a teacher’s decision to remain in

education or leave was performed using two surveys. Several themes emerged from the

analysis. The data analysis taken from the research answered all three research questions.

The first research question that was answered was: Is there a significant difference

in Texas elementary teachers’ self-efficacy scores and mentoring scores in relation to

gender? The data analysis revealed that first through fifth year teachers attributed the

following percentages for self-efficacy and mentoring experiences while serving in the

Texas public schools:

Self-Efficacy (Female)

• 48 percent of Texas female teachers surveyed believed they can influence

decisions in school quite a bit.

• 56 percent of Texas female teaches surveyed believed they can do nothing

about class size.

• 39 percent of the Texas female teachers surveyed believed they could do

quite a bit to get through to difficult students.


60

• 48 percent of the Texas female teachers surveyed believed that they could

do quite a bit motivate students.

• 43 percent of the Texas female teachers surveyed believed that they had

some influence in getting community groups to work with the schools.

• 39 percent of the Texas female teachers surveyed believed they could do

quite a bit to make the school a safe place.

• 31 percent of the Texas female teachers surveyed believed they can do

quite a bit to help other teachers teach.

• 29 percent of Texas female teachers surveyed believed they can do quite a

bit to reduce the dropout rate.

• 56 percent of the Texas female teachers surveyed believed they can do

quite a bit to get students to do well in school .

Self-Efficacy (Males)

• 42 percent of the Texas male teachers surveyed believed they can do

very little to influence the decisions made in the school.

• 85 percent of Texas male teachers surveyed believed they can do

nothing to influence the class sizes in the school.

• 14.3 percent of the male teachers surveyed believed they can do quite

a bit to get through to the most difficult students.


61

• 14 percent of the male teachers surveyed believed they can do quite a

bit to motive students.

• 28 percent of Texas male teachers surveyed believed they have some

influence in getting community groups involved in the school.

• 14 percent of the Texas male teachers surveyed believed they can do

quite a bit to make the school a safe place.

• 14 percent of Texas male teachers surveyed believed they can do quite

a bit to help other teachers with their teaching skills.

• 14 percent of the Texas male teachers surveyed believed they can do

quite a bit to reduce the dropout rate.

• 28 percent of Texas male teachers surveyed believed they can do quite

a bit to gets to do well in school.

Elementary Males/Females Self-Efficacy Results

Group Statistics
Gende Std. Std. Error
r N Mean Deviation Mean
Efficacy 1 7 91.4286 15.74650 5.95162
2 41 102.2927 12.70481 1.98416
62

Levene's Test for Equality of


Variances

F Sig. t df
Efficacy Equal variances assumed .629 .432 -2.021 46
Equal variances not
-1.732 7.394
assumed
Mentor Equal variances assumed .440 .510 -.318 46
Equal variances not
-.343 8.734
assumed

A total of 106 Texas teachers participated in the study. There were 47 elementary

female teachers and 7 elementary male teachers who participated in the elementary

section of the survey. The mean for elementary male teachers was 91.4 and the mean for

female elementary teachers was 102.2. The significant value for males was is Due to the

interpretation that the p<.05, so there is not a statistically significant difference in female

and male self-efficacy scores in relation to gender and the hypothesis 1 is rejected.

KSU Mentoring Survey Results

Mentor 1 7 38.4286 10.69045 4.04061


2 41 39.9512 11.87003 1.85379

Mentoring Survey (Elementary Female)

• 41 percent of the Texas elementary female teachers surveyed believe that having a

mentor was a positive experience.

• 24 percent of the Texas elementary female teachers surveyed believe they meet

regularly with their mentor.

• 24 percent of the Texas elementary female teachers surveyed believe the mentor

apply best practices most of the time.


63

• 41 percent of the Texas elementary female teachers believe the principal

understand the process of mentoring.

Mentoring Survey (Elementary Male)

• 28 percent of elementary Texas male teachers believe that having a mentor

was a positive experience.

• 14 percent of elementary Texas male teachers believe that they meet with the

mentor sometimes.

• 42 percent of elementary Texas male teachers believe that the mentor always

apply the best practices.

• 14 percent of elementary Texas male teachers believe the principal really

understand the mentoring process.

The mean of the Kansas State University Mentoring Survey for males was 20.015

and the mean for females was 19.752. There were 47 elementary female teachers and 7

elementary male teachers who participated in the survey. The mean difference of the male

and female scores are 0.263, which is make p<.05, so there is not a statistically

significant difference between elementary male and female mentoring scores.

The second research question was: Is there a significant difference in Texas

elementary teachers’ self-efficacy scores and mentoring scores in relation to gender? This

study reveals that middle school teachers and elementary teachers have some view points

that are similar and some that are quite different. The self-efficacy scores for middle

school female Texas teachers consisted of certain answers such as these:

Self-Efficacy (Females)

• 17 percent of the Texas middle school female teachers surveyed believe they can
64

do quite a bit to influence decisions made at the school.

• 42 percent of Texas middle school female teachers surveyed believe they can do

nothing when it comes to a teacher’s class size.

• 32 percent of Texas middle school female teachers surveyed believe they can do

quite a bit to get through to difficult students.

• 21 percent of Texas middle school female teachers surveyed believe they can do

quite a bit to motivate students.

• 60 percent of Texas middle school female teachers surveyed believe they have

some influence in getting the community involved.

• 60 percent of Texas middle school female teachers surveyed believe they can do

quite a bit to make the school a safe place.

• 35 percent of Texas middle school female teachers believe they can do quite a bit

to help teach other teachers.

• 28 percent of Texas middle school female teachers surveyed believe they can do

quite a bit to reduce the dropout rate.

• 50 percent of Texas middle school female teachers surveyed believe they can do

quite a bit to get students to do well in school.

Self-Efficacy (Males)

• The one Texas middle school male surveyed believe he has some

influence over the decisions made in school.

• The one Texas middle school male surveyed believe he has very little

control over the class size in school.

• The one Texas middle school male surveyed believe he has some
65

influence over trying to help the difficult student in school.

• The one Texas middle school male surveyed believe he has some

influence over motivating the students in the classroom.

• The one Texas middle school male surveyed believe he has very little

control in getting the community involved in the school.

• The one Texas middle school male surveyed believe he could do many

things to keep the school safe.

• The one Texas middle school male surveyed believe he has some

influence over helping the teachers with teaching skills.

• The one Texas middle school male surveyed believe he has some

influence over reducing the dropout rate.

• The one Texas middle school male surveyed believe he could do quite

a bit to get students to do well in school.

Middle School Males/Females Self-Efficacy Results

Group Statistics
Gende Std. Std. Error
r N Mean Deviation Mean
Efficacy 1 1 99.0000 . .
2 28 98.5357 12.47659 2.35785
Mentoring 1 1 43.0000 . .
2 28 35.5000 12.20049 2.30568
66

Independent Samples Test


Levene's Test for Equality of
Variances

F Sig. t df Sig. (2-taile


Efficacy Equal variances assumed . . .037 27 .9
Equal variances not
. .
assumed
Mentoring Equal variances assumed . . .604 27 .5
Equal variances not
. .
assumed

The mean for Texas middle school male teachers is 20.000 and the mean for

Texas middle school female teachers is 20.001. There were 28 female middle school

Texas teachers who participated in the study and one male teacher. The mean difference

of the male and female scores is .008, which makes p<.05, so there is no statistically

significant difference between middle school male and female scores which means that

HO2 is accepted.
67

Middle School Male/Female KSU Results

Mentoring Survey (Middle Male)

• The one middle school Texas male teacher who participated in the middle

school survey believe that having a mentor was a positive experience.

• The one middle school Texas male teacher who participated in the middle

school survey believe that most of the time he and his mentor have an

opportunity to meet.

• The one middle school Texas male teacher who participated in the middle

school survey believe that the mentor apply best practices sometime.

• The one middle school Texas male teacher who participated in the middle

school survey believe that the principal understand the mentoring process.

Mentoring Survey (Middle Female)

• 17 percent of the middle school Texas female teachers who participated in the

middle school survey believe that having a mentor was a very positive

experience.

• 17 percent of the middle school Texas female teachers who participated in the

middle school survey believe that they meet regularly most of the time.

• 10 percent of the middle school Texas female teachers who participated in the

middle school survey believe that their mentor apply the best practices most of

the time.

• 32 percent of the middle school Texas female teacher who participated in the

middle school survey believe that the principal fully understand the mentoring
68

process.

The mean of the Kansas State University survey for males is 20.000 and the mean

for the female participants is 20.0002 The difference between the two means is .098,

which makes p<.05, therefore, there is not a statistically significant difference between

the male and female mentoring scores in the middles school level.

The third research question was: Is there a significant difference in Texas high-

school teachers’ self-efficacy scores and mentoring scores in relation to gender? This

study revealed that Texas high school teachers self-efficacy levels are similar and

different when compared to elementary and middle school teachers. High school

teachers’ self-efficacy levels are important especially in the area of keeping students

motivated to learn.

Self-Efficacy (High Female)

• 11 percent of Texas female high school teachers surveyed believe they can

influence decisions that are made in the school.

• 72 percent of Texas female high school teachers surveyed believe they can do

nothing about the class sizes.

• 33 percent of the Texas female high school teachers surveyed believe they can do

quite a bit to get through to the most difficult students.

• 27 percent of the Texas female high school teachers believe they can do quite a bit

to get students motivated to do their work.

• 44 percent of the Texas female high school teachers surveyed believe they had

some influence over getting the community groups involved.


69

• 33 percent of the Texas female high school teachers surveyed believe they can do

quite a bit to make schools a safe place.

• 22 percent of the Texas female high school teachers surveyed believe they can

help other teachers teach.

• 16 percent of the Texas female high school teachers surveyed believe they can do

quite a bit to help reduce the dropout rate.

• 55 percent of the Texas female high school teachers believe they can do quite a bit

to help students do well in school.

Self-Efficacy (High Males)

• 63 percent of the Texas high school male teachers surveyed believe

they can do very little to influence the decisions that are made in the

school.

• 36 percent of the Texas high school male teachers surveyed believe

they can do quite a bit to get through to the most difficult students.

• 18 percent of Texas high school male teachers surveyed believe they

can do quite a bit to get students motivated.

• 36 percent of Texas high school male teachers surveyed believe they

have some influence over getting community groups involved in

working with the schools.

• 63 percent of Texas high school male teachers surveyed believe they

can do quite a bit to make the school a safe place.

• 27 percent of Texas high school male teachers surveyed believe they

can do quite a bit to help other teachers with their teaching skills.
70

• 63 percent of Texas high school male teachers surveyed believe they

can do very little to reduce school dropout.

• 36 percent of Texas high school male teachers surveyed believe they

can do quite a bit to get students to do well in school.

High School Males/Females Self-Efficacy Results

Group Statistics
Gende Std. Std. Error
r N Mean Deviation Mean
Efficacy 1 11 93.8182 8.28032 2.49661
2 18 87.2778 20.25370 4.77384
Mentoring 1 11 36.4545 8.43046 2.54188
2 18 32.7222 13.19004 3.10892

Independent Samples Test


Levene's Test for Equality of
Variances

F Sig. t df Sig. (2-taile


Efficacy Equal variances assumed 5.794 .023 1.015 27 .3
Equal variances not
1.214 24.460 .2
assumed
Mentoring Equal variances assumed 3.663 .066 .837 27 .4
Equal variances not
.929 26.894 .3
assumed

The mean for the Texas high school male teachers was 20.005 and the female

mean was 20.004. There were 11 Texas high school male teachers who participated in the

high school study and 18 Texas high school female teachers who participated. The
71

difference in the mean was .001, which makes p<.05, so therefore; there is no significant

difference in the male and female self-efficacy score and H03 is rejected.

High School Male/Female KSU Results

Mentoring Survey (High Male)

• 45 percent of the Texas male high school teachers surveyed believe that

for the most part having a mentor was a positive experience.

• 54 percent of Texas male high school teachers surveyed believe that they

meet regularly sometimes.

• 18 percent of the Texas male high school teachers surveyed believe that

the mentor applies best practices most of the time.

• 9 percent of the Texas male high school teachers surveyed believe the

building administrator fully understand the mentoring process.

Mentoring Survey (High Females)

• 38 percent of the Texas female high school female teachers surveyed believe that

having a mentor was a positive experience.

• 16 percent of the Texas female high school female teachers surveyed believe that

they meet on a consistent basis.

• 27 percent of the Texas high school female teachers believe the mentor apply the

best practices most of the time.

• 11 percent of the Texas high school female teachers surveyed believe that the

principal fully understand the process of mentoring.

HIGH SCHOOL KSU FEMALE/MALE


72

The mean of the mentoring survey for Texas high school male teachers was

20.012 and the mean for Texas high school female teachers was 20.005. There was a total

of 18 high school female teachers who participated in the study and 11 high school

female teachers who participated in the study. The mean difference for male and female

teachers in Texas is .007, which makes p<.05, which accepts HO3.

The primary purpose of the study was to identify whether teachers’ self-efficacy

level and mentoring experience have a significant impact on those who remain in the

field as opposed to those who leave. The major factors that the dissertation reviewed

were:

A. Self-efficacy scores of first through fifth year teachers

B. Mentoring scores of first through fifth year teachers

This study began with the participants’ perceptions toward each of the

surveys administered. All of the participants had different perceptions of their

abilities and the mentoring experiences that they had in school. The majority of

the stories had common themes, which suggest that teachers need to have a voice

in decisions affecting the classroom and that mentors and teachers need time to

meet. In general, the teachers who participated in the survey appear to be satisfied

with their abilities and mentoring experiences in the past and present because

most believe that they do have a voice. All of the teachers did not feel that they

had voice in selection of pupils and aspects dealing with classroom structure and

others believed that their mentoring relationships could be stronger if the principal

understood the process and if their was consistent communication. It is very clear

that the communication skills of the administration and others on campus are vital
73

in keeping these teachers confidence levels up and having exceptional mentors

who can lead in an urban or suburban school.

Recruitment and Retention

Recruitment and retention in Texas is a big issue. Depending on the ways in

which teachers are recruited, it is evident if the teacher will remain or leave the district. In

several schools in Texas, there are job fairs in which candidates are able to attend and

submit resumes. Many times, due to the need of teachers, many teachers are hired at the

site and no further research or investigation is conducted. In order to thoroughly ensure

that the teacher is the right personality for the job, three initiatives should take place.

In order to determine if the teacher is the right fit, administrators must conduct

research. In researching the applicant, one must first review the applicant’s attendance

record with permission. In doing so, the administrator will know if this applicant is

committed to the task or get burned out easily. In addition to reviewing the attendance

record, it would also be wise to check the amount of discipline referrals to the office this

teacher has had for the semester or year. If administrators check discipline referrals, this

will provide the administrator with information containing classroom management, which

is pertinent to learning. Finally, if all of the attendance and discipline is alright, go

through the process of interviewing the applicant and also try to see the teacher in action

to see what type of creative learning strategies the teacher have for students.

Second, look for potential teachers who already serve in the district. When

administrators hire those already in the district, the district save money on training and

other areas which can be utilized for instruction. By selecting someone in your district,

the administrator will be able to receive accurate information concerning the skills of the
74

teacher, as well as seek outside references that the teacher has provided. Finally, the

teacher will know and understand how to serve the students and this may prevent

instructional disruptions and assist in the learning process on campus.

Conclusions

The following are conclusions derived from the current study:

• The results of this study concurred with current research findings on the beliefs of

teachers regarding self-efficacy levels and mentoring experiences.

• Teachers believed that they have a voice in certain situations in school decision

making, but feel that more needs to be done with the mentoring programs such as

communication, planning time and most of all, the mentor applying best practices.

• Although principals make mentoring programs a priority on campus, many

teachers believe that principals have some basic understanding of the mentoring

program, but do not fully understand the program in order to implement it

properly.

• Teachers do not feel empowered to speak up concerning class sizes. Later in the

recommendations, there will be research on the learning process and how

different personalities have an impact on how the student learns in the classroom.

• Urban schools are in trouble due to the constant flow of teachers leaving. It is

important that principals understand the mentoring process to support teachers in

challenging schools.

• Principals and teachers rely on their own back ground experiences for making

decisions regarding classroom structure and the delivery of curriculum in the

classroom.
75

• Elementary, middle and high school teachers possess differences in beliefs and

knowledge based on experience, however; there is not a significant difference in

how the teachers in each grade level feel.

Recommendations

As suggested earlier in the research, the state of Texas allowing many initiatives to

take place in order to help education. An example of some of the initiatives for education

is the newly elected President. Barak Obama who proposed some billion dollars in funds

for Texas public schools, the highly qualified teacher clause which was set in place and

alternative certification. All of the initiatives that are set in place provide resources for the

students and the teachers. Some of the recommendations to assist principals with the

teacher turnover rate are as follows:

• Extensive research should be administered on teaching behaviors which correlates

with self efficacy. Gardner, Simpson, Craftwood and other researchers should be

studied to identify different behaviors and cycles that a teacher goes through when

building confidence and being able to determine if a mentoring program is set in

place correctly.

• Teachers should be trained in how to effectively apply Bloom’s Taxonomy when

teaching a lesson to motivate students. Many times, students become bored with

the same curriculum piece and some teachers may feel that they cannot motivate

the students to want to learn, so therefore; if the teacher is able to bring the

students to the application level, then the students can be engaged in the lesson.

• Administrators should get teachers involved in the Tribes training, which is a

training that fosters professional growth through communication and building


76

relationships through innovation and team work. This training is a 21 hour course

and the district can pay for the training. As a participant, the teacher can earn so

many incentive hours for extra pay.

• The district personnel should develop cultural professional development classes

which relates to understanding students of different backgrounds. The cultural

professional development class consists of the participant’s coming up with ways

to celebrate differences in relation to cultural makeup.

• Administrators should empower teachers to become to research the best practices

for students. In addition, the administrator should have resources available for

teachers to grow professionally.

• District officials must have training in recruitment and retention. Three main

focuses must be known in the process:

1. A support system in which the teacher have several outlets to turn to for

assistance.

2. A knowledgeable administrator who understands how to effectively run a

mentoring program to assist in teacher growth and development.

3. A teacher must have a flexible mind and heart in order to ensure that each

decision is right for the student.

In dealing with teachers and schools being culturally responsive, the conceptual map

in multicultural research and teaching proposed by Bennett (2001, 175), includes four

genre clusters: curriculum, reform, equity pedagogy, multicultural competence and social

equity. “Research suggests that when teachers have had the benefit of multicultural

teacher education preparation, they are less likely to embrace cultural deficit views
77

(Irvine, 2003). Ladson-Billings (1992) explains that culturally responsive teachers

develop intellectual, social emotional, and political learning by “using cultural referents

to impart knowledge, skills and attitudes” (p.382). Hollins, (1996) adds that education

designed specifically for students of color incorporates “culturally mediated cognition,

culturally appropriate social situations for learning, culturally valued knowledge in

curriculum content” (p. 13).

Recommendations for further Studies

Effective teaching is necessary in building the foundation of a productive school.

Districts in Texas have adopted many procedures such as alternative certification and

highly qualified teachers and other initiatives to improve the Texas schools. The

following recommendations are based on the research and what is needed in Texas public

schools:

• “The research on urban schools suggests that the turnover rate for teachers is over

16 percent and as high as 50 percent in urban schools” (Ingersoll, 2003). A study

should be conducted to evaluate the perceptions of teachers in urban school

settings. In order to effectively understand the implications of confidence, voice

and support, a study must be conducted in the urban settings.

• A qualitative study should follow this quantitative study to see if teachers have

some recommendations as to how administrators can effectively help build

support bases which build confidence levels. In addition, the teachers’ voice

should be heard on what they need in a mentoring program.


78

• A program evaluation study should be administered to see if the mentoring

programs in Texas are effectively run and what recommendations the researcher

find that will be helpful in promoting a successful program on the school campus.

• A research study should be performed on the Affective Taxonomy (which was

developed under the leadership of David Krathwohl), the Psychomotor

Taxonomy, (which was tailored to the cognitive frame of reference and developed

under the leadership of Elizabeth Simpson) and the Psychomoter Taxonomy,

(which was tailored to the affective frame of reference and developed under the

leadership of Anita Harrow. In reviewing this research, it is important to see how

the each of the taxonomies affect behavior and relates to how teachers view their

abilities and experiences in school.

Findings

Overall findings of this study offer many implications for professional educational

practice. Based on specific findings, the following conclusions were warranted:

1. Components of self-efficacy levels and mentoring experiences varied according to

each individual teacher. The study addressed Self –Efficacy survey, consisting of 30

items, Self-efficacy Survey (SES) subscale Decision making, consisting of 2 items, (SES)

subscale of School Resources, consisting of 1 item, (SES) subscale of Instructional Self-

Efficacy, consisting of 9 items, (SES) subscale, Disciplinary Self-Efficacy, consisting of

3 items, (SES) subscale of Parental Involvement, consisting of 3 items, (SES) subscale of

Community Involvement, consisting of 4 items, (SES) subscale of Positive School

Climate, consisting of 8 items. Each item has a scale of one through five and the range is

indicated for each instrument and subscale.


79

2. Gender was not a factor in the difference of scores between a teacher’s self-efficacy

scores and mentoring scores. The largest proportion (45.3 percent) of the participants

taught on the elementary level.

3. Teaching assignment grade level was not a factor in the differences between self-

efficacy levels and mentoring experiences as it relates to gender.

Contributions to the Literature

“Evidence shows that large school districts experience less turnover than small

districts, and wealthier and rural districts have less turnover than poorer and urban

districts. There is evidence that middle schools experience more turnover than other

schools, reportedly due to more discipline problems (Guarino et al., 2006). Retention of

teachers generally is higher in public schools than in private schools, albeit there are

many exceptions to this generalization” (Guarino et al., 2006).

The data from this study indicated that the self-efficacy scores and mentoring

scores in relation to gender did not statistically have an effect on a teacher’s perceptions.

School principals and districts can use the results from this study to promote positive

dialogue with teachers and other district personnel. The manner in which an administrator

perceives the significance of the scores by all teacher’s determine if one can find the right

key that will fit in the door of teacher dedication. Teachers can accurately reflect and

personally critique their professional teaching skills when they are aware of research and

best practices. A principal who conveys the importance of teacher perceptions establishes

a collaborative working relationship and environment.

We have more then enough teachers with degrees and certifications. What we

don’t have is the academic preparation of teachers. Only a minority, 39 percent, have a
80

bachelors or graduate degree in any content area. The majority of teachers today have a

degree in education and even their masters may be in pedagogy. There is a mismatch

between teachers’ academic preparation and the increasingly rigorous demands of the

classroom (Ravitch, 2003, p.1).Teacher preparation needs to address attributes of high

levels of self-efficacy and mentoring so that teacher candidates are aware of the

importance of effective teaching. Feiman-Nemser (2003) explains that beginning

teacher’s stories typically reflect themes of reality shock, lonely struggles to survive, and

the loss of idealism. Teachers who are in colleges need to be placed in a traditional school

where there are behavioral problems. Many times internship teachers are placed in

schools where there are little or no discipline issues, which cause a problem when hiring

time approaches. As research suggest, the most need for teachers is in the challenging

schools.

Summary

Recruiting and retaining highly qualified teachers has become a focus for school

district administrators since the codification of the No Child Left Behind Act (2002). As a

federal mandate, schools must place highly qualified teachers in the classroom. With the

increase of teacher retention, and the expense of recruitment, it is imperative that districts

determine what leads to positive mentoring experiences and self-efficacy levels in

teachers. This study enhances the knowledge base that addresses the question of how to

keep teachers satisfied with the profession and keep them from leaving. By giving

administrators access to information such as this research study, teachers will have a

spoken voice and mentoring programs and self-efficacy standards may be enhanced. to
81

APPENDIX A

Letter of Permission from the Kansas Professional Group

You have our permission to use the survey, as long as you credit it to the

"Kansas State University Professional Development School Project." Good

luck with your research.


82

Andrew G. Bennett Voice: (785) 532-0562

Dept. of Mathematics Fax: (785) 532-0546

Kansas State University Email: bennett@math.ksu.edu

Manhattan, KS 66506 Web: www.math.ksu.edu/~bennet

APPENDIX B

Letter of Permission from Dr. Albert Bandura

Alfreda,

Feel free to use the teacher efficacy scale.


83

Thanks,

Dr. Bandura

Albert Bandura
David Starr Jordan Professor of Social Science in Psychology
Jordan Hall, Bldg 420
Stanford University
Stanford, California 94305-2130
650/725-2409
bandura@psych.stanford.edu

APPENDIX C

BANDURA’S INSTRUMENT
TEACHER SELF-EFFICACY SCALE

This questionnaire is designed to help us gain a better understanding of the kinds of


things that create difficulties for teachers in their school activities. Please indicate your
opinions about each of the statements below by circling the appropriate number. Your
answers will be kept strictly confidential and will not be identified by name.

Efficacy to Influence Decision making

1. How much can you influence the decisions that are made in the school?
84

1. Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

2. How much can you express your views freely on important school matters?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

Efficacy to Influence School Resources

3. How much can you do to get the instructional materials and equipment you need?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

Instructional Self-Efficacy

4. How much can you do to influence the class sizes in your school?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

5. How much can you do to get through to the most difficult students?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

6. How much can you do to promote learning when there is lack of support from the
home?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

7. How much can you do to keep students on task on difficult assignments?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

8. How much can you do to increase students’ memory of what they have been taught in
previous lessons?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

9. How much can you do to motivate students who show low interest in schoolwork?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
10.How much can you do to get students to work together?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

11.How much can you do to overcome the influence of adverse community conditions on
students’learning?
85

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

12.How much can you do to get children to do their homework?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

Disciplinary Self-Efficacy

13.How much can you do to get children to follow classroom rules?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

14.How much can you do to control disruptive behavior in the classroom?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

15.How much can you do to prevent problem behavior on the school grounds?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

Efficacy to Enlist Parental Involvement

16.How much can you do to get parents to become involved in school activities?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

17.How much can you assist parents in helping their children do well in school?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

18.How much can you do to make parents feel comfortable coming to school?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
Efficacy to Enlist Community Involvement

19.How much can you do to get community groups in

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

20.How much can you do to get churches involved in working with the school?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
21.How much can you do to get businesses involved in working with the school?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
86

22.How much can you do to get local colleges and universities involved in working with
the school?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

Efficacy to Create a Positive School Climate

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

23.How much can you do to make the school a safe place?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

24.How much can you do to make students enjoy coming to school?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

25.How much can you do to get students to trust teachers?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

26.How much can you help other teachers with their teaching skills?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

27. How much can you do to enhance collaboration between teachers and the
administration to make the school run effectively?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

28.How much can you do to reduce school dropout?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

29.How much can you do to reduce school absenteeism?

1.Nothing 2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal

30.How much can you do to get students to believe they can do well in schoolwork?

1.Nothing .2.Very Little 3.Some Influence 4.Quite a Bit 5.A Great Deal
87

APPENDIX D

Mentoring Survey
New Teachers

Please record the degree of your agreement to each of the following statements
by circling one number on the scale below allowing 1 to represent total disagreement and
5 to represent complete agreement.

1.Having a mentor was a positive experience for me.


88

1 2 3 4 5

2. I have grown professionally as I interacted with my mentor


and completed the recommended activities.

1 2 3 4 5

3. I met regularly and frequently with my mentor as we


completed formal activities as well as informally discussing my
concerns.

1 2 3 4 5

4. I have observed my mentor applying best practices as a


model for my instruction.

1 2 3 4 5

5. I received the assistance and support I needed to become an


effective teacher and part of the instructional team.

1 2 3 4 5

6. I had many questions that were not answered as I


participated in mentoring activities this year.

1 2 3 4 5

7. Adequate time was provided to complete suggested


mentoring activities and effectively address the problems we
encountered this year.

1 2 3 4 5

8. The evaluating administrator respected the confidentiality of


the mentoring relationship.

1 2 3 4 5

9. My building administrator encouraged collaboration to


provide adequate time for mentoring activities.

1 2 3 4 5
89

10. Support for mentoring is shown at the district level in


multiple ways.

1 2 3 4 5

11. Training and support has been provided to enable me to


apply the practices that will assure all my students are
successful.

1 2 3 4 5

12. My building administrator and district administrators


completely understand and support the induction/mentoring
process.

1 2 3 4 5

APPENDIX E

Cover Letter to Teachers

Alfreda Love
Waco, Texas
emonya_love@yahoo.com

I have been asked to participate in a research study concerning teacher retention. The
purpose of the study is to obtain information concerning my views of self-efficacy and
mentoring as it relates to my personal experiences. I also understand that there 150
90

individuals expected to participate in the study.

Each participant will be selected because of their first through fifth year teaching
experience. The researcher will contact each school district and ask to speak to the
principal or assistant principal. Permission will be obtained from one of the
administrators or designees. Once the principal provides gives the researcher permission
to conduct the survey, the researcher will provide the link as well as contact information.
All participants will be aware that a follow-up call or email will be provided to make sure
the answers selected is accurate. Each participant will be asked to read the form and ask
any questions you may have before agreeing to be in the study.

Teacher retention has become a national crisis. Research suggests that teachers are
leaving the field in record numbers, especially between the first and fifth year of
teaching. The information obtained in the research will give you a voice and will be read
by many administrators and teachers. Your selection in the survey is a way to ensure that
your continued satisfaction in the school workplace.

By participating in the survey, there are several benefits. First, administrators are in tune
to how a diverse group of first through fifth year male and female teachers’ feels about
mentoring and self-efficacy. Secondly, teachers will be able to reflect on his or her
experiences as well as understand how to grow professionally. Finally, as a participant,
you will have a voice in a research study concerning your area of expertise.

Before the researcher asks for volunteers, the IRB committee from Prairie View will have
approved the study. I understand that I must complete all the questions on the survey to
ensure valid results. Finally, I understand that all of my information will be kept
confidential at all times. If I have any questions, I may contact Alfreda Love
alove@wacoisd.org or emonya_love@yahoo.com.

Date_____________________________
Signature___________________________

APPENDIX F
Letter to Participants

Alfreda Love
Waco, Texas
76705
Emonya_love@yahoo.com

I am a student in the Ph.D. program in Educational Leadership at Prairie View A and M


University. I am currently conducting research on teacher retention and ask for your
participation. My dissertation topic is An Analysis of Teacher Retention in Relation to a
91

First through Fifth Year Teacher’s Self-Efficacy Level and Mentoring Experience Based
on Gender. The survey is on the following web link will be provided upon approval. Each
participant will have one survey. The first survey will ask questions concerning the
teacher’s level of confidence when dealing with various situations. The second survey
contains questions based on your first year mentoring experience.

The questionnaire will include questions about your self efficacy levels as well as
mentoring experiences. Confidentiality will be maintained at all times. . Should you have
any questions, please contact Alfreda Love at emonya_love@yahoo. If you would like to
speak to someone other than the researchers, you are encouraged to contact Marcia
Shelton (mcshelton@pvamu.edu) in the Compliance Office for Research and
Development P.O. Box 519; MS 1200 Prairie View, Texas 77446. I look forward to your
response and will keep you posted on the research. I will send you various emails to
remind you of deadlines and times.
Sincerely,

Alfreda Love
Researcher at PVAMU
Statement of Consent________________________________
Participant in the study
_________________________

Signature of investigator______________________________________ Date:___


Signature of Chair__________________________________________________

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VITA
Alfreda Love
emonya_love@yahoo.com
EDUCATION
.
2006-2007- Principal Certification-Texas A and M University
2005-Present- Pending Ph.D. Prairie View and Texas A and M University (Educational
111

Administration
2002-2005 Masters in Educational Leadership. Prairie View A and M University

PERTINENT EMPLOYMENT

2005-Present-Waco ISD Assistant Principal


2002-2005-Tennyson Middle School-Teacher/Coach
2000-2007-United States Army Reserve-Administration

Topic Researched

An Analysis of First through Fifth Year Teacher’s Self –Efficacy Scores and Mentoring
Scores in Relation to Gender.

PROFESSIONAL SOCIETIES

NAACP
African American Chamber of Commerce
Higher Ground Productions
Southern Leadership Society
Team in Training
Waco Striders Club
Who’s Who among Athletes?
Who’s Who Among Professionals
National Congress for Women
American Federation for Teachers
African American Administrators

HONORARY SOCIETIES

Kappa Delta Sigma-Full member


Volunteer
St. Judes Children’s Research
Toys for Tots
Caritas
Salvation Army

PROFESSIONAL SPEAKING ENGAGEMENTS

Upcoming-
2008 Florida ISD-Involving Parents and the Communities in School Business

2007-Empowering the Community through Education


112

A National Perspective of Special Education Through the Eyes of an Administrator


A Well Rounded Professional Development for Students

2006-Implementing the Realms of Meaning in a School Setting


Ethics in the Educational System
Change Agents in Business and Schools

Professional Meetings
Texas A and M Symposium on Education
Prairie View A & M Symposium on Education
San Antonio Symposium

PUBLICATIONS IN NATIONAL JOURNAL

Love, Alfreda and Kritsonis, William. (2007). A Principals Role in Teacher Retention.

Love, Alfreda, and Kritsonis, William (2006). Change Agents Understand Direction

Love, Alfreda (2005). A Well Rounded Professional Development for Students

Love, Alfreda. (2005). A National Perspective of Special Education Through the Eyes of
an Administrator

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