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Research Question Three
“What administrative support factors are perceived as necessary for mentors to successfully train first-year teachers?”
Administrator support factors were given in survey items 13, 14, 15, 16, 17, 18 and 19, as shown in Table 3. Mentor teachers responded evenly to items 16 and 17 by 52.2% (n = 24) perceiving as absolutely essential for the retention of beginning teachers. Mentoring program was explained of my duties and responsibilities and confidentiality laws between teachers and students were explained were deemed to be absolutely essential by 52.2% (n = 24) of mentor teachers. Item 18, time was provided at the end of each grading period to evaluate the teacher mentoring program, was deemed absolutely essential by 30.4% (n = 14) of mentor teachers.
Table 3
Mentor Responses to Administrative Support Items by Percentages
| Absolutely Essential %age | Mostly Essential %age | Somewhat Essential %age | Not Essential %age | |
| 13. Allowed time to visit as a team (mentors, mentees, administrators) to reflect and evaluate on the school year. | 50.0 | 32.6 | 15.2 | 0.0 |
| 14. Given the opportunity this year to collaboratively analyze what was observed in the classrooms of experienced teachers. | 47.8 | 37.0 | 13.0 | 2.2 |
| 15. Planning was provided that focused on teacher expectations for mentor training. | 47.8 | 39.1 | 4.3 | 6.5 |
| 16. Mentoring program was explained of my duties and responsibilities in the program. | 52.2 | 37.0 | 8.7 | 2.2 |
| 17. Confidentiality laws between teachers and students were explained. | 52.2 | 26.1 | 17.4 | 2.2 |
| 18. Time was provided at the end of each grading period to evaluate the teacher-mentoring program. | 30.4 | 39.1 | 21.7 | 4.3 |
| 19. Teaching assignments, responsibilities and teacher duties were based on teacher experience. | 43.5 | 34.8 | 17.4 | 2.2 |
Research Question Four
“What resource materials factors are perceived as necessary for the success of mentors in training first-year teachers?”
Survey items 20 through 27, as shown in Table 4, comprised the resource materials factors. Orientation on PDAS was provided by the district to first-year teachers on the method of evaluation was seen as absolutely essential to 82.6% (n = 38) of mentor teachers. Next, requirements for a teacher certificate as an educator has been fulfilled were given as absolutely essential by 73.9% (n = 34) of mentor teachers. Technology (e.g., computers, TV/VCR, overhead projectors) was provided to assist in implementing technology into the classroom was deemed as absolutely essential by 71.7% (n = 33) of mentor teachers. Mentors rated item 25 the least essential. An Educational Organization informed me of my rights as an educator and offered legal support was believed to be absolutely essential by 37% (n = 17) of mentor teachers.
Table 4
Mentor Responses to Resource Materials Items by Percentages
| Absolutely Essential %age | Mostly Essential %age | Somewhat Essential %age | Not Essential %age | |
| 20. Requirements for a teacher certificate as an educator have been fulfilled. | 73.9 | 21.7 | 2.2 | 0.0 |
| 21. Information was provided by the school district about the teacher-mentoring program. | 47.8 | 39.1 | 8.7 | 2.2 |
| 22. The district provided financial or compensatory time for mentors participating in the teacher-mentoring program. | 58.7 | 21.7 | 13.0 | 4.3 |
| 23. Technology (computers, TV/VCR, overhead projectors) was provided to assist in implementing technology into the classroom. | 71.7 | 23.9 | 2.2 | 2.2 |
| 24. Regular communications about the district and campus occurred through vehicles such as newsletters, memos or e-mails. | 56.5 | 34.8 | 2.2 | 4.3 |
| 25. An Educational Organization informed me of my rights as an educator and offered legal support. | 37.0 | 41.3 | 15.2 | 0.0 |
| 26. The district provided a curriculum guide with clear objectives and timelines required to teach. | 63.0 | 32.6 | 0.0 | 4.3 |
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