Abstract
Purpose. The purpose of this study was to examine the perceptions of California Mentor Teachers who provided services to beginning teachers regarding the following issues: Who initiated the contacts between the beginning teachers and the mentors? What source of contact did mentor teachers perceive to result in more useful assistance? What delivery approaches were used by mentor teachers working with beginning teachers on each of six specific problems or needs? What delivery approaches did mentor teachers perceive to be more useful than others in working on each of six specific problems or needs? What are the differences between the responses of beginning teachers who received the services of a California Mentor Teacher and those of mentor teachers who provided services? Methodology. The researcher used descriptive research. The population consisted of mentor teachers in Los Angeles County who provided services to beginning elementary teachers. A survey was utilized to collect data to answer five research questions. Analysis of the data was conducted to interpret the responses, using descriptive and inferential statistics, specifically frequencies, percentages, mean usefulness scores, and differences between and among groups. Findings. (1) More than three-fourths of all contacts between mentor teachers and beginning teachers were initiated through the combined efforts of mentors and administrators. (2) Mentor teachers rated contacts initiated by the mentees significantly more useful than others in all teacher need areas. (3) Casual conversation or brainstorming and sharing materials were the most commonly used mentor approaches, while team teaching was used the least. (4) Mentor teachers did not identify any mentor approach as being more useful than any other. (5) Responses of mentors and mentees were similar in reporting the source of contacts and the frequency and usefulness of approaches, while only mentors found mentee-initiated contact to be significantly more useful. Conclusions and recommendations. The California Mentor Teacher Program was created as part of a comprehensive reform effort: Senate Bill 813. It has created professional development opportunities for both novice and experienced teachers, yet there continues to be a need for support of all teachers. (1) Mentor teachers should continue to work in a proactive manner to support new teachers and refine their skills in asking probing questions. (2) Mentor teachers should use the approach most efficient in terms of mentor resources. (3) Staff development opportunities should be based upon the theory and practice of adult learning theory. (4) Mentor teachers should provide support to new and experienced teachers. (5) Mentor teachers should take a leadership role in educational reform efforts. (6) To avoid the loss of valuable training and resources, post-mentor opportunities should be considered.