Date of Award
Doctor of Education (EdD)
Kelly S. Brown
Mark A. Frisius
H. Stanton Tuttle
Scholarship of Discovery, Scholarship of Teaching and Learning
This study focused on three aspects of a new teacher mentor program in a Midwestern elementary school district. The researcher sought to determine whether the type, frequency, and duration of contact between new teachers and their mentors affected the overall usefulness of the mentor program. Within the study, the following types of contact were included on the survey tool: face-to-face contact, email, observation, or other. Frequency was measured by the number of days per month that the new teacher met with the mentor. Duration was measured by the amount of time, in minutes, spent in face-to-face conversation with the mentor. The school district agreed to allow the researcher to survey new teachers, defined as teachers recently hired to the district, currently participating in the mentor program or who had completed the program within the last year. Due to a low number of participants, the results suggested that the types, frequency, and duration of contact were statistically insignificant in relation to the usefulness of the new teacher mentoring program.
Lowery, Tiffany R., "New Teacher and Mentor Contact: An Examination of Type, Frequency, and Duration" (2016). Ed.D. Dissertations. 99.
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