WHERE DOES MENTORING MATTER MOST? TEACHERS’ PERCEPTIONS OF BEING MENTORED DURING THEIR FIRST YEAR OF TEACHING AND THE CORRELATION OF THOSE PERCEPTIONS WITH JOB SATISFACTION AMONG ECONOMICALLY DIVERSE SCHOOLS

In this quantitative study, the researcher explored the relationships between new teacher mentoring and job satisfaction. Although many studies have been conducted on the link between new teacher mentoring and job satisfaction, there exists little research on whether or not there are specific mentoring activities that correlate more strongly with job satisfaction. In addition to filling that gap in the research, this study examined the extent to which job satisfaction is correlated with both mentoring activities and the mentoring relationship. Over 600 teachers across nine districts plus a regional center on Long Island were surveyed. The schools surveyed had varying percentages of economically disadvantaged students. Using both Seligman’s (1972) theory of learned helplessness and Ingersoll and Strong’s (2011) theory of teacher development as frameworks, this study developed an understanding of the frequency of specific activities in which mentors and mentees engage and if said activities correlate with job satisfaction. The results in this study indicated few significant differences in mentor-mentee activities across varying degrees of economically disadvantaged schools. Moreover, the study found that the following three activities had the strongest correlation with job satisfaction among early-career teachers: understanding the school’s evaluation process, time management, and understanding of curriculum. Finally, it was determined that, in general, the strength of the mentor-mentee relationship is more strongly correlated with job satisfaction than any of the specific activities in which mentors and mentees engage. The results could help inform both mentors and trainers of mentors, and the recommendations that were made are intended to build confidence and optimism in new teachers, thus potentially leading to higher teacher retention, and, ultimately, improved student outcomes