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<p>This study examined a mentorship intervention for junior teachers (i.e., those with less than five years of experience) where junior teachers had the opportunity to meet with mentors twice daily across four weeks. Changes in junior teachers’ stress levels and sense of self-efficacy were measured. Researchers collected data from three junior teachers and mentor dyads in a Southern school district in the United States. A Concurrent Multiple Baseline Design across three teachers was used to examine the impact of the daily mentorship intervention. The results suggested that the intervention decreased all three junior teachers’ daily stress but had little impact on their overall perceived stress levels. The intervention did not impact junior teachers’ sense of self-efficacy. Most of the participants rated the intervention as feasible and acceptable. This study supports a promising novel mentorship program for decreasing junior teachers’ stress. Limitations, implications for practice, and directions for future research are discussed.</p>

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The Examination of a Teacher Mentorship Intervention on Junior Teachers’ Stress and Self-Efficacy

  • 期刊论文

  • 发表日期：

    2025年1月5日

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  • Cagla Cobek,
  • Crystal N. Taylor,
  • Zachary C. LaBrott,
  • Emily R. DeFouw

摘要

This study examined a mentorship intervention for junior teachers (i.e., those with less than five years of experience) where junior teachers had the opportunity to meet with mentors twice daily across four weeks. Changes in junior teachers’ stress levels and sense of self-efficacy were measured. Researchers collected data from three junior teachers and mentor dyads in a Southern school district in the United States. A Concurrent Multiple Baseline Design across three teachers was used to examine the impact of the daily mentorship intervention. The results suggested that the intervention decreased all three junior teachers’ daily stress but had little impact on their overall perceived stress levels. The intervention did not impact junior teachers’ sense of self-efficacy. Most of the participants rated the intervention as feasible and acceptable. This study supports a promising novel mentorship program for decreasing junior teachers’ stress. Limitations, implications for practice, and directions for future research are discussed.