A Qualitative Evaluation Of A Physical Education Mentoring Program For At Risk Children PDF Download

Abstract: The purpose of this dissertation was to conduct a qualitative analysis of a mentoring program that was specifically administered by and designed to address the needs of physical educators from an urban school district in Massachusetts. The research objectives were to explore the attitudes and impressions of the stakeholders that participate in this physical education mentoring program and to investigate whether these stakeholders believed that physical education mentoring was an effective tool to increase new teacher retention and job performance, and to offer recommendations for the institution of physical education mentoring programs in other school districts and settings. Data collection efforts involved a multi-method approach consisting of a literature review, a survey of current practices in physical education mentoring in Massachusetts, interviews with a series of stakeholders in the physical education mentoring program, review of documents related to the administration of this program, and direct observation of key events including new teacher meetings and mentoring sessions. Areas of key findings include chemistry and personality, social support, attitude development, professional development, information dissemination, learning from past experiences, outside factors, program support, and physical education mentoring. Additionally, results indicate a belief by the case study stakeholders that physical education mentoring is an important part of the development of new teachers in this district and that it is beneficial in improving both new teacher retention and job performance. General recommendations for implementing a physical education mentoring program include pairing of mentors with new physical educators, offering incentives to recruit the best candidates to serve as prospective mentors, providing training in mentoring skills for prospective mentors, and offering opportunities for mentors and mentees to establish a relationship prior to the start of the school year.