A Mixed Methods Examination of Mentoring Practices in Six School Districts in South Carolina: Perspectives from Novice Teachers, Mentors, and School Leaders

This mixed methods study investigated the impact mentoring has on beginning teachers\u27 perceptions of success. Surveys were used to determine whether or not principals and mentor teachers provided beginning teachers with research-identified best practices of mentoring. Surveys, focus groups, and individual interviews were used to determine whether or not beginning teachers were provided mentor support consistent with best practices, to identify from the new teachers\u27 perspectives which mentoring experiences they believed were most beneficial in contributing to their success as teachers, and to examine whether or not beginning teachers felt encouraged to experiment with their instructional strategies by their mentors. Following analysis of the collected quantitative and qualitative data, recommendations were made as to what mentoring experiences should be provided to beginning teachers in order to increase their professional competencies and to reduce new teacher attrition