Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Robert D. Ostrove

Committee Member

Roslyn Doctorow

Committee Member

Kimberly Durham

Keywords

teacher retention, leadership, teacher preparation, mentors

Abstract

The purpose of this applied dissertation was to understand the issue of teacher retention. The researcher wished to determine the components that teachers and administrators believed were important to orchestrating a viable mentoring program, which was deemed necessary for decreasing the rate of teacher retention. The decreasing teacher retention rate negatively affected all concerned stakeholders, including, but not limited to, students, teachers, schools, and society, as they are a direct beneficiary of education.

The setting of the study was a high school located in a southeastern U.S. state. Successful mentoring programs are contained in four main theories: the ecological systems theory, the social capital theory, the zone of proximal development and scaffolding, and the goal-reality-options-will model. The causes of reduced teacher retention include less-than-ideal school policies, lack of support from leadership to teachers, the high cost of living, and issues surrounding the COVID-19 pandemic. The types of teacher mentorship programs that have been implemented included an instructional mentor and the job-alike mentor. The mentorship programs for new teachers were designed to build their confidence, create an ideal mental and emotional state, and enable a better and more predictable career program. Therefore, the teacher retention issues needed to be solved in the target district. The resolution of this issue should provide a blueprint that can be used in the target district and potentially similar districts in the country.

Based on the study’s findings, the recommendations to enhance teacher retention through effective mentoring programs include (a) tailoring the program to the individual needs of new teachers, such as classroom management strategies, curriculum navigation, and emotional support; (b) pairing mentors and mentees based upon similar subject; (c) consistent, structured interactions between mentors and mentees; (d) comprehensive training for mentors in relationship-building, instructional support, and the use of feedback; and (e) offering meaningful incentives for mentors, such as stipends, professional growth opportunities, and recognition was also an important factor. Finally, ensuring strong backing from school administrators, including time allocations for mentoring activities and a focus on teacher wellness, was deemed critical.

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