Date of Award

7-30-1998

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Educational Leadership

First Advisor

Dr. Eugene Freund

Second Advisor

Dr. Franklin Thompson

Third Advisor

Dr. Phil Smith

Abstract

The purpose of this naturalistic study was to show how a collaborative teacher-mentoring program influenced the professional goals of selected veteran teachers. The specific mentor program studied is a joint effort between the University of Nebraska at Omaha and designated local school districts aimed at the development of first year teachers by lifelong master teachers better known as CADRE Mentors. Using interviews, the investigator focused on four particulars: (1) CADRE Mentor applicants' willingness to cross organizational borders, (2) The influence of personal circumstances and past experiences, (3) Teacher empowerment in relation to teacher satisfaction, (4) Teacher satisfaction and its relation to intrinsic rewards, and (5) The return of CADRE Mentors to their home school districts, as well as the residual impact of the mentoring experience. This investigation discovered that mentors were effected by the CADRE experience in different ways. One informant left the classroom for an administrative position. Another returned to the classroom but requested a position mentoring new teachers at her home school. Finally, a third teacher chose to remain in the classroom full-time. This study found a need for school districts to work closer with universities to help ease the transition of mentoring teachers back into the classroom. It is also important that school districts discover new ways to utilize the expertise of veteran teachers in their efforts to enhance school improvement.

Comments

A Thesis Presented to the Department of Education and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts In Secondary Education University of Nebraska. Copyright Donna M. Sabag July 30th, 1998

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