Campus Location
Dallas Campus (Online)
Date of Award
11-2025
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Kristin O'Byrne
Second Committee Member or Secondary Advisor
Glenda S. Horner
Third Committee Member or Committee Reader
Mark Weatherly
Abstract
This qualitative single case study with embedded units explored how school mentors build selfefficacy in novice teachers across elementary, middle, and high school settings within a single public school district in Texas. Grounded in Bandura’s self-efficacy theory, which identifies four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional and physiological states, this study examined the specific strategies mentors use to build self-efficacy and foster confidence and instructional competence in novice teachers. Data were collected through semistructured interviews with eight experienced educators formally designated as mentors. Thematic analysis was employed to identify patterns in mentoring practices and their impact on novice teacher development. Three central themes emerged: (a) mentors build self-efficacy by modeling effective instructional practices, facilitating peer-to-peer observations, and engaging in reflective dialogue; (b) mentors strengthen self-efficacy through timely, specific positive feedback and recognition of small wins; and (c) mentors cultivate selfefficacy by establishing safe, trusting relationships. Within this theme, two subthemes emerged: (a) mentors offering personalized emotional support and (b) mentors providing functional support. Findings demonstrated that mentors drew upon all four of Bandura’s efficacy sources, using deliberate and responsive strategies to meet the varied instructional and emotional needs of novice teachers. Modeling and observation provided vicarious experiences; reflective feedback and goal-setting encouraged mastery; verbal affirmation reinforced growth; and relational trust reduced stress and anxiety. These insights underscore the complex and relational nature of mentoring and emphasize the critical role mentors play in shaping novice teacher confidence, resilience, and retention. This study contributes to the literature on supporting novice teachers by identifying actionable practices that align with self-efficacy theory that school leaders can vi implement to build self-efficacy among beginning teachers. Recommendations include structuring mentoring programs around self-efficacy principles, providing ongoing mentor training, allocating protected time for mentoring activities, and fostering school cultures rooted in trust and individualized support. Keywords: novice teacher, self-efficacy, school leader, K–12 leader role, mentor, teacher support and development, attrition
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Sanchez, Christina Olga, "How School Mentors Build Self-Efficacy in Novice Teachers: A Single Case Study" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 961.
https://digitalcommons.acu.edu/etd/961