Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
The problem investigated in this phenomenological study was the high teacher attrition in K-12 schools, which has caused a negative impact on classroom performance, and it has also demonstrated the inability to retain effective teachers. The purpose of this phenomenological study was to understand master teachers’ perceptions of the impact the Project RISE Mentoring Program has on retaining beginning teachers. The self-determination theory was used as the theoretical framework for this study. The research design and methods for this phenomenological study utilized an in-depth semistructured interview protocol to collect qualitative data from participants. Twelve master teachers from two Rio Grande Valley High Schools from the same district participated in this study; they were interviewed on the Project RISE Mentoring Program, and they described their perceptions and lived experiences of mentoring beginning teachers and the impact they had on teacher retention. During the analysis of the data, 11 themes emerged: (a) effective skills sets used to build relationships, (b) professional development opportunities for master teachers, (c) supporting beginning teachers, (d) motivational factors for being master teachers, (e) master teachers’ impact on teacher retention, (f) perceptions of Project RISE Mentoring Program, (g) mentoring using a coaching cycle of reflection, (h) positive outcomes of mentoring, (i) master teachers’ relatability with mentees, (j) importance of mentoring beginning teachers, and (k) release time for mentoring support. The results from this phenomenological study concluded that master teachers do impact teacher retention by providing ongoing mentoring and support to beginning teachers.
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Zuniga, Rose Michelle, "Master Teacher Perceptions on the Impact Mentoring Programs Have on Teacher Retention" (2020). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 260.