Beginning teachers' perceptions of support provided by mentors, school administrators, and district personnel

Research suggests that beginning teachers will remain in education if they are supported by their district and school-based administrators. A considerable number of beginning teachers, however, continue to leave teaching each year. This study investigated the value of identified strategies used in assisting new teachers as perceived by beginning teachers. A total of 156 surveys were sent to eligible participants, as identified from an instructional employee database. There were 64 surveys returned, resulting in a 41 response rate. The survey instrument asked participants to identify if a strategy was provided and indicate their perceived value of such strategy. The strategies include mentor assignment and support, school administrator support, and district-level support. Chi square and ANOVA tests were employed to compare the responses. Results show significant differences in responses by student teaching experience, years of experience, and teacher preparation. Descriptive analysis identified the strategies that were most frequently provided by mentors, administrators, and district personnel, including curriculum and emotional support. In addition to frequency of strategies, the perceived values of strategies are also reported. Results show significant differences in relation to student teaching experience(s), years of teaching experience, and types of teacher preparation.