Exploring Beginning Teachers ' Perceptions On Formal Mentoring Programs

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Exploring Beginning Teachers’ Perceptions on Formal Mentoring Programs in Elementary Schools Introduction Central Phenomenon The risk of losing beginning teachers has been an issue in the United States for a long time. An immense amount of research has been conducted exploring why beginning teachers are leaving the profession. Fantilli and McDougall’s (2009) pointed out that beginning teachers have the same responsibilities and requirements as veteran teachers, but in addition to these factors, feel the additional pressure that most people feel starting a new vocation. As a result, beginning teachers spend “a disproportionate amount of time and effort simply to keep their heads above water” (p. 814). In the article Hello, Goodbye: Exploring the Phenomenon of Leaving Teaching Early, a qualitative study was conducted to explore why beginning teachers are leaving the profession. Through an interview process, former beginning teachers identified negative factors that influenced their decision to leave the profession. These factors included working with unmotivated colleagues, feeling isolated, feeling that they did not receive support or recognition from administration, dealing with administrative problems, and not having flexibility and freedom to decide how they teach in their classrooms. The purpose of exploring this phenomenon of teachers leaving their profession early in their career is to determine why it is happening and how it can be prevented in the future.

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