Expert answer:Research Question
Expert answer:Consider the research design and methodology expressed in Chapter 3 of the Barisich dissertation. Would a similar design and methodology be suitable for intended dissertation study? Why or why not? Min 300 words.Read chapter 3 of: Barisich, D. G. (2014). Enhancing new teachers’ performance through mentoring: A phenomenological study (Doctoral dissertation). Attached
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Enhancing New Teachers’ Performance through Mentoring: A Phenomenological Study
Submitted by
Dru Grace Barisich
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Education
Grand Canyon University
Phoenix, Arizona
December 1, 2014
UMI Number: 3667770
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Abstract
To support new-to-task teachers as they embark on their professional journey, many
school districts in the United States implemented formal induction programs. The
Arizona K-12 Center is a formal induction program that was implemented to stave
teacher attrition and to support teacher professional development. This exploratory study
investigated the mentoring experiences of new teachers and whether these experiences
played any role in the quality of their performance, via in-depth interviews with 10
purposively selected novice teachers. Theories such as (a) transformational leadership,
(b) Maslow’s hierarchy of needs, (c) social learning theory, (d) adult learning theory, (e)
social cognitive theory, and (f) Ajzen’s attitude theory served as lenses through which to
view the study. They were selected because of their relevance to the leader-follower
relationship, which was adopted, to support the understanding of the mentor-protégé
relationship. Codes summarized the meaning and significance within the interview data,
exposing several factors germane to mentoring and new teacher performance. These
factors include (a) influenced performance, (b) set goals, (c) support, (d) mentor modeled,
(e) apply modeling, (f) share with mentor, (g) thinking challenged, (h) personal, (i)
instructional adjustments, and (j) positive. Findings of the study suggest that mentoring
improves the performance of novice teachers and staves off attrition. Such findings may
be applied in school districts that are currently utilizing mentors, by educational leaders,
who are eager to implement mentoring programs to support new-to-task teachers, as well
as in organizations regardless of discipline—that use mentors to aid new-to-task
professionals, or for continued professional development.
Keywords: Mentoring, novice teacher performance, attrition, education
v
Dedication
First and foremost, this dissertation is dedicated to my husband, Blake Barisich,
who has been solid bedrock throughout my academic journey, supporting me, with his
whole heart, in every endeavor I have embarked upon. He is truly the champion of my
heart, and I could not have accomplished this work without him.
This dissertation is also dedicated to my two beautiful children, Reid Grace
Barisich and Bennett Michael Barisich. I hope that they realize that through hard work,
determination, and persistence, anything is possible!
I also want to thank my Dad, John Bishop, my Mom, Carolyn Bishop, my FatherIn-Law, Carl Barisich, and my Mother-In-Law, Donna Barisich for their unswerving love
and support throughout this process. I would not have made it through this journey
without you. I love you all!
vi
Acknowledgements
Genuine leaders, according to Bass (1985), are individuals, who work with others
to pursue their goals and to reach their highest potential. The completion of this work
would not have been possible without the support of my Committee – Chair Dr. Hazel
Traüffer and Committee Members, Dr. Jason Ward, and Dr. Patricia Gillespie, whose
commitment to their professions have inspired me to excel and reach my highest
potential. To each of them, I say, “Thank you!”
As my Mentor, Dr. Traüffer (Dr. T.) raised my thinking to higher levels, inspired
me to perform beyond my expectation, and always reminded me to “enjoy the process.”
Even when times were difficult, I always knew that she was on my side and was pushing
me to achieve my goal. I will always be grateful for everything she has done for me and
the enormous amount of time she has spent working with me on my dissertation. She has
certainly gone above and beyond her “required” Chair duties, and I am so thankful that I
had her on my team. Her knowledge and wisdom always seemed endless and, without
her, I would have been lost. Whenever Dr. T. told me that something was “good”, I knew
it was top-notch. Although I have not officially met Dr. T. in person, I feel like I know
her well and consider her not only a mentor, but also a friend.
I am grateful to have had the opportunity to be a mentor as part of the Arizona K12 Center. The work that they do to support new teachers is remarkable. I am also
thankful to Dr. Gillespie, the superintendent of the Union Elementary School District and
who served as the content advisor on my dissertation committee. She was always highly
encouraging, supportive, and willing to lend a hand throughout this process. I also want
vii
to acknowledge all of my colleagues at Hurley Ranch Elementary School, my mentees,
and my friends who have supported my doctoral efforts.
Of course, I also want to recognize the 10 novice teachers, who participated in the
study, as well as those who participated in the pilot study, to help me fine-tune the
interview protocol. They remain anonymous, but without their cooperation and
willingness to volunteer, this study would not have come to fruition. Each of the
participants was completely open to sharing their experiences; this is their story and,
thanks to their efforts, many new-to-task teachers will benefit greatly and be supported in
the struggles that all novice teachers have come to endure.
viii
Table of Contents
List of Tables …………………………………………………………………………………………………….. xii
Chapter 1: Introduction to the Study……………………………………………………………………….. 1
Introduction……………………………………………………………………………………………………. 1
Background of the Study …………………………………………………………………………………. 2
Problem Statement ………………………………………………………………………………………….. 7
Purpose of the Study ……………………………………………………………………………………….. 9
Research Question ………………………………………………………………………………………… 10
Advancing Scientific Knowledge ……………………………………………………………………. 11
Significance of the Study ……………………………………………………………………………….. 13
Rationale for Methodology …………………………………………………………………………….. 15
Nature of the Research Design for the Study…………………………………………………….. 16
Definition of Terms……………………………………………………………………………………….. 18
Assumptions, Limitations, Delimitations …………………………………………………………. 20
Summary and Organization of the Remainder of the Study ………………………………… 27
Chapter 2: Literature Review……………………………………………………………………………….. 32
Introduction to the Chapter and Background to the Problem ………………………………. 32
Historical Background …………………………………………………………………………………… 33
Conceptual and Theoretical Framework …………………………………………………………… 36
Conceptual framework……………………………………………………………………………… 36
Theoretical foundation ……………………………………………………………………………… 48
Review of the Literature ………………………………………………………………………………… 66
Mentoring as leadership……………………………………………………………………………. 67
ix
Characteristics of mentoring and new teacher performance…………………………… 70
Effective mentoring programs …………………………………………………………………… 76
Effect of mentoring on protégé transformation ……………………………………………. 90
Mentoring and employee retention …………………………………………………………….. 98
Summary ……………………………………………………………………………………………………. 104
Chapter 3: Methodology ……………………………………………………………………………………. 109
Introduction………………………………………………………………………………………………… 109
Statement of the Problem……………………………………………………………………………… 110
Research Question ………………………………………………………………………………………. 111
Research Methodology ………………………………………………………………………………… 114
Research Design………………………………………………………………………………………….. 116
Population and Sample Selection…………………………………………………………………… 120
Sources of Data …………………………………………………………………………………………… 122
Validity ……………………………………………………………………………………………………… 126
Reliability…………………………………………………………………………………………………… 128
Data Collection Procedures…………………………………………………………………………… 129
Data Analysis Procedures …………………………………………………………………………….. 132
Preparation of the data ……………………………………………………………………………. 132
Coding process………………………………………………………………………………………. 133
Ethical Considerations …………………………………………………………………………………. 135
Limitations …………………………………………………………………………………………………. 137
Summary ……………………………………………………………………………………………………. 140
Chapter 4: Data Analysis and Results………………………………………………………………….. 144
x
Introduction………………………………………………………………………………………………… 144
Descriptive Data………………………………………………………………………………………….. 145
Participant profile…………………………………………………………………………………… 149
Data Analysis Procedures …………………………………………………………………………….. 172
Validity and Reliability………………………………………………………………………………… 173
Results……………………………………………………………………………………………………….. 174
Summary ……………………………………………………………………………………………………. 223
Chapter 5: Summary, Conclusions, and Recommendations……………………………………. 225
Introduction………………………………………………………………………………………………… 225
Summary of the Study …………………………………………………………………………………. 228
Summary of Findings and Conclusion……………………………………………………………. 229
Implications………………………………………………………………………………………………… 237
Theoretical implications………………………………………………………………………….. 238
Practical implications……………………………………………………………………………… 246
Future implications ………………………………………………………………………………… 248
Recommendations for future research ……………………………………………………………. 249
Recommendations for future practice…………………………………………………………….. 252
Summary ……………………………………………………………………………………………………. 254
Appendix A……………………………………………………………………………………………………… 280
Appendix B ……………………………………………………………………………………………………… 283
Appendix C ……………………………………………………………………………………………………… 285
Appendix D……………………………………………………………………………………………………… 286
Appendix E ……………………………………………………………………………………………………… 288
xi
Appendix F………………………………………………………………………………………………………. 290
Appendix G……………………………………………………………………………………………………… 291
Appendix H……………………………………………………………………………………………………… 299
Appendix I ………………………………………………………………………………………………………. 310
Appendix J ………………………………………………………………………………………………………. 326
Appendix K……………………………………………………………………………………………………… 338
Appendix L ……………………………………………………………………………………………………… 362
Appendix M …………………………………………………………………………………………………….. 371
Appendix N……………………………………………………………………………………………………… 380
Appendix O……………………………………………………………………………………………………… 398
Appendix P………………………………………………………………………………………………………. 413
Appendix Q……………………………………………………………………………………………………… 425
xii
List of Tables
Table 1: Participants’ Age in Years and Participants’ Job Tenure …………………………… 149
Table 2: Description of Mentoring Experience …………………………………………………….. 177
Table 3: Individual Goals Set, Goal Growth, and Support ……………………………………… 179
Table 4: Instructional Changes …………………………………………………………………………… 182
Table 5: Responses Regarding Whom or What Protégés Credit Instructional Change. 184
Table 6: Feedback and Impact on Instruction………………………………………………………. 186
Table 7: Thinking Challenged and Whom or What Challenged Thinking ……………….. 189
Table 8: Goals Set to Begin Teaching Career and Assess Progress ………………………… 190
Table 9: Successes and Challenges Experienced………………………………………………….. 192
Table 10: Why Individuals Selected to Share Successes and Challenges ………………… 194
Table 11: Personal Needs and Program Met Needs………………………………………………. 195
Table 12: Instructional Modeling and Application of Modeling Observed……………….. 197
Table 13: Instructional Feedback and Adjustments to Performance ……………………….. 200
Table 14: Incentives and Encouragement and Assessment of Incentives and
Encouragement ………………………………………………………………………………………………… 203
Table 15: Learning at an Accelerated Rate………………………………………………………….. 206
Table 16: Feelings of Discouragement and Sharing Discouragement……………………… 207
Table 17: Changes in Attitude and Causes of Attitude Change………………………………. 211
Table 18: Leadership Roles and Support …………………………………………………………….. 213
Table 19: Support from Mentor and Influence on Performance……………………………… 215
Table 20: Most Beneficial Component(s) of the Arizona K-12 Center……………………. 218
Table 21: Enhance Program for Next Set of Protégés …………………………………………… 220
Table 22: Description of Mentor and Protégé Relationship …………………………………… 221
xiii
List of Figures
Figure 1. Participants by grade level assignment…………………………………………………… 147
Figure 2. Gender distribution of participants………………………………………………………… 148
Figure 3. Illustration of coding and marginal remarks …………………………………………… 176
1
Chapter 1: Introduction to the Study
Introduction
Without competent teachers, any education system would struggle, as teachers are
the foundation of education systems around the world. Driven by the need to remain
competitive in the global economy, nation states were, increasingly, seeking ways to
improve the quality of education of their citizens. Subsequently, the United States’ (US)
Department of Education expected public schools to hire highly qualified educators, if
they were to continue to receive federal and state funding. Further, the Department’s
demands were not specific to experienced teachers, but they were placed on new-to-task
teachers, as well.
Without prior experience in the field, novice teachers tend to learn either
independently, by ob …
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