Author ORCID Identifier
https://orcid.org/0000-0002-9211-3883
Defense Date
2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Elizabeth Edmondson
Abstract
Teacher shortages across the United States have made educational researchers consider strategies for teacher retention. Teacher Residency Programs (TRPs) are a compelling focal area in which to study mentorship as it relates to teacher shortages and teacher retention because of their intentional preparation, development, and support for participating mentor teachers. For my dissertation study, I was interested in exploring mentors’ perceptions of their roles, relationships, and preparation as well as the impacts that mentoring had on them beyond what has already been reported in the literature. Using a qualitative interview design study approach, I conducted semi-structured interviews with 13 experienced mentors who had mentored at least twice within the RTR teacher residency program. I found that mentors’ experiences supported the prior mentorship literature in many areas, while offering new findings in others. Mentors detailed the importance of sharing the realities of the teaching profession as they saw them with their residents. Mentors also described how their mentoring experiences changed over time as they mentored multiple times. The findings from my study position mentoring in a TRP as a potential source for meaningful reflection, professional growth, learning opportunities from residents, improvements in teaching practices and materials, teacher leadership, the development of a professional network of trusted educators, and teacher retention. Educational policy stakeholders at all levels should consider investing in the creation of new mentoring programs as well as the sustaining of existing mentoring programs.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
7-1-2026