First-Year Teacher Mentoring and Stress Risk

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Mentoring Early Career Teachers

Abstract

The current study used cross-sectional data from the nationally representative 2015-16 National Teacher and Principal Survey (NTPS) to evaluate the effects of school-based mentoring programs on first-year teachers’ risk for occupational stress, while addressing some of the common limitations found in extant research. Multiple regression, chi-square tests of independence, and binomial logistic regression were used to explore the link between various mentoring program supports and the likelihood of being classified as Demanded (at risk for stress). Before controlling for study covariates, results revealed first-year teachers with a mentor experienced less risk for stress. After controlling for covariates, mentor status did not significantly predict being classified as Demanded; instead, ethnicity, special education status, urbanicity, and ELL/LEP percentage were significant predictors.

Authors

• Lauren Helena Boyle, The University of Texas at Austin

• Kristen C. Mosley, The University of Texas at Austin

• Christopher J. Mccarthy, The University of Texas at Austin