Abstract
This thesis examines the relationship between support for new teachers and self-efficacy for classroom management. The current literature suggests that a portion of new teachers leave the profession entirely within the first five years of employment due to burnout. Research has also shown that pairing teachers with a mentor alone was not enough to reduce the stressors contributing to attrition; the quality of student-mentor interactions as well as adequate support from administrators and colleagues have been reported as the most beneficial factors to helping new teachers feel confident in their abilities. The purpose of this study was to explore how age, grade level, and measures of self-efficacy for classroom management and eliciting support from colleagues related in student teaching candidates. In addition, the study investigated the student-mentor relationship from the student's perspective to better understand what their experiences meant to them and which mentor qualities might potentially reduce burnout through co-regulating teacher candidate self-efficacy. Ten teacher candidates from two University teacher preparation programs participated in this study during their final semester. Quantitative data were collected through the completion of the Teacher Interpersonal Self-Efficacy Scale (TISES; Brouwers & Tomic, 2001) and a demographic survey. The questionnaire was accessed online via Survey Monkey. The researcher interviewed five of the ten teacher candidates in this study regarding their overall perceptions about their mentors and experiences. Interviews were audio-recorded, transcribed, and analyzed. Correlational analysis of survey data was used to investigate the relationship between self-efficacy for classroom management, interest in grade level and subject matter, and demographic features. Results indicated that there was a significant relationship between teacher candidate age and self-efficacy. Teacher candidate self-efficacy for classroom management was also strongly related to self-efficacy for eliciting support from colleagues. Teacher candidates interviewed preferred mentors who were flexible, familiar with the program, and adopted a collaborative versus instructive style. Teacher candidates interviewed also believed their training program contributed to their preparation as a teacher, and they all agreed that the practices that had the most influence on their self-efficacy as a teacher were in the field with a mentor. Future research should include a larger sample as well as observations of the student-mentor interaction to further develop the literature on teacher burnout and self-efficacy.