Date Approved

5-31-2000

Embargo Period

6-21-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Capasso, Ronald L.

Subject(s)

Mentoring in education; Teachers, Probationary

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of the study was to ascertain the causes of decreased teacher motivation in order to provide assistance to first year teachers and other novice teachers who were experiencing difficulties. In addition, the study determined whether teachers who went through a teacher assistance program sustained a higher degree of motivation and enthusiasm towards teaching than those who were not assisted. The study provided a basis for developing a beginning teacher assistance program. As a result, the intern developed a mentoring program to offer novice teachers a means of coping with many of the difficulties they periodically faced.

The intern used a sample of 30 teachers. The sample included first year teachers and nontenured teachers who were aided by a teacher assistance program and those who were not assisted. Surveys, questionnaires, and interviews were used to collect data, and the data was reported in percentages.

From the data analysis, the intern concluded that teachers who were aided by a teacher assistance program had a higher level of motivation and a more positive attitude towards teaching than those who were not assisted. Furthermore, the study concluded that student attitudes, bureaucratic paperwork, and too many demands from the administration had a negative effect on their enthusiasm for teaching.

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