Comparing Novice Teacher and School Leader Perceptions in Urban K-12 Mentorship Programs

The challenge of teacher retention is a pressing concern in education, impacting the stability and success of public schools. Despite bringing enthusiasm and fresh perspectives, novice teachers face high attrition rates due to stress, instructional demands, and classroom complexities. Mentorship programs within teacher induction frameworks have emerged as valuable tools for supporting novice teachers’ acclimation to the profession, achieving goals, improving pedagogical skills, fostering a sense of belonging, and reducing feelings of isolation. This qualitative study explored the perceptions of novice teachers and school leaders on the impact of mentorship programs in an urban K–12 public school district. Utilizing Herzberg’s motivation-hygiene theory, this research explored how mentorship programs influenced novice teachers’ sense of accomplishment, recognition, and increased responsibility. Data were collected through semistructured interviews with novice teachers with 0–3 years of experience and their school principals. Findings revealed that novice teachers and school leaders shared similar views on hygiene factors such as interpersonal relationships, school policies, and working conditions. However, there were differences in their perspectives on salary and supervision. The study also highlighted that motivation factors like advancement, growth potential, and responsibility were significant to teachers, whereas achievement and recognition were less frequently discussed. By analyzing these perspectives, this study underscored the need for more targeted mentorship programs that address hygiene and motivation factors. The study also calls for future research to strengthen mentorship programs. It highlighted the need to examine mentor teachers’ perceptions, as their insights are crucial for understanding the overall impact of mentorship.