Date of Award
Doctor of Education (EDD)
College of Education
The purpose of this study was to examine the experiences of secondary teachers who participated in school-based mentoring programs and their perspectives on the impact this targeted intervention may have on students identified as at-risk. Participants included a total of fourteen secondary teachers with previous school-based mentoring experience at secondary schools located in the southeastern United States. The study was conducted in two phases and the data analyses included transcriptions from audio-taped interviews and statistical analyses from a qualitative questionnaire. The findings of the study indicated secondary students identified as at risk participating in a school-based mentoring program may improve academically and socially when mentors and mentees build positive relationships; when the mentors hold the mentees accountable; and when the mentors help the mentees to develop self-confidence at school. The findings also indicated mentors believe an effective school-based mentoring program should include the incorporation of standardized procedures for all mentors participating in the program and the importance of providing resources, training and support in order to improve the skills of a teacher serving as a mentor for a student identified as at-risk.
Bradley, A., & Gideon, W. (2017). Teacher Perceptions on the Utilization of School-Based Mentoring as a Targeted Intervention for Secondary Students Identified as At-Risk [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/6