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THE EFFECT OF TWO MENTORING MODELS ON TEACHER ATTRITION

dc.contributor.advisorStrein, Williamen_US
dc.contributor.authorKuhaneck, Michael Patricken_US
dc.date.accessioned2015-09-18T05:39:15Z
dc.date.available2015-09-18T05:39:15Z
dc.date.issued2015en_US
dc.identifierhttps://doi.org/10.13016/M21S8X
dc.identifier.urihttp://hdl.handle.net/1903/16947
dc.description.abstractThis quantitative study employs Hierarchical Linear Modeling (HLM) to complete a path analysis that determines the effect of two different mentoring models on teacher attrition in a local education agency (LEA). The research focuses on 38 comprehensive public schools to determine if teacher attrition was impacted by a countywide teacher mentoring model employed from 2007 to 2012 compared to a school-based teacher mentoring program employed from 2012 to 2014. The research also assessed if these models had varying impact based on the level of the school (elementary, middle, or high), the setting of the school (urban or rural), and the poverty level of the school as measured by free and reduced meal rate. The results illustrate there was no statistically significant correlation between teacher attrition and the mentoring model employed irrespective of the level, setting, or poverty rate of the school.en_US
dc.language.isoenen_US
dc.titleTHE EFFECT OF TWO MENTORING MODELS ON TEACHER ATTRITIONen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.subject.pqcontrolledEducational administrationen_US
dc.subject.pqcontrolledEducational leadershipen_US
dc.subject.pqcontrolledEducation policyen_US
dc.subject.pquncontrolledAttritionen_US
dc.subject.pquncontrolledHLMen_US
dc.subject.pquncontrolledMentoringen_US
dc.subject.pquncontrolledTeacheren_US


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