Campus Location

Dallas Campus (Online)

Date of Award



Document Type



Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Christopher Jenkins

Second Committee Member or Secondary Advisor

Scott Self

Third Committee Member or Committee Reader

Karan Duwe


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.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.