2019-2020 Grant in Aid of Research
The Effect of Mentoring on Novice Teacher Retention in Adventist Schools as Influenced by Self-efficacy and Positive Organizational Support
Kathleen Forbis
Although the positive effects of mentoring are well-documented, little research exists to corroborate these findings in the unique context of Adventist schools. Many Adventist schools are smaller than public schools. Of the 952 schools encompassing early childhood through grade twelve in the North American Division, 37.2% of these schools have only one or two teachers. Including three-teacher schools, there are a total of 47.4 % of schools with the unintended effect of isolated teachers. Larger Adventist schools may only include one teacher per grade level. Perhaps mentoring may improve teacher retention in Adventist schools, help teachers feel supported and develop self-efficacy. Formal mentoring programs are not an expectation in every school, but some schools have robust mentoring programs. The Adventist school system is not at the forefront in this area and it is imperative that more formalized support programs are developed. This research will study the relationships between novice teachers and their mentors across the North American Division of Seventh-day Adventists, to see if mentoring has an effect on novice teacher retention.