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The research identifies mentoring experiences teachers perceive as most beneficial for professional growth. Data from individual interviews and focus groups are analyzed through coding of significant statements. Findings highlight both assigned mentor support and informal colleague supports, with regular observations and constructive feedback highly valued. Themes also include varied support types and unclear mentoring expectations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/first-through-third-year-secondary-mathematics-teachers-mentoring-experiences-a-phenomenological-qualitative-study/602161/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/first-through-third-year-secondary-mathematics-teachers-mentoring-experiences-a-phenomenological-qualitative-study/602161.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study examines the lived experiences of first through third year secondary mathematics teachers who were mentored and remain in teaching, focusing on which mentoring experiences they perceive as most beneficial for professional growth.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the research data collected and analyzed?",{"text":117,"@type":113},"Data were collected through individual interviews and focus groups. Analysis used coding of significant words and statements from participants.",{"name":119,"@type":110,"acceptedAnswer":120},"What mentoring supports did beginning secondary mathematics teachers find most valuable?",{"text":121,"@type":113},"Participants valued regular observations paired with constructive feedback. They also reported various types of support from assigned mentors and informal support from colleagues within the same building.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602161,1792166408,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","First Through Third Year Secondary Mathematics Teachers’Mentoring Experiences: A Phenomenological Qualitative Study  \nJessica L. Pomerenke  \nUniversity of South Dakota  \nKristine Reed  \nUniversity of South Dakota  \nDavid DeJong  \nUniversity of South Dakota  \nLisa Newland  \nUniversity of South Dakota  \nJames Nold  \nSioux Falls School District  \nThis study examined the lived experiences of seven beginning secondary mathematics teachers inan upper Midwestern state who had experienced mentoring and remained in teaching. The study sought to identify the mentoring experiences beginning secondary mathematics teachers perceive as most beneficial to their professional growth. Data were collected through individual interviewsand focus groups and were analyzed by coding significant words and statements. Findings suggest beginning secondary mathematics teachers experience various types of support from assigned mentors and informal supports from colleagues within the same building. Regular observations with constructive feedback were found to be highly valued by beginning teachers.  \nKeywords: mentoring, mathematics teachers, informal mentors  \nEducation Leadership Review of Doctoral Research, Volume 10, Fall 2022 15  \nTeacher attrition rates continue to hold a place in education. Beginning teachers are leaving the profession for a variety of reasons, but lack of support is amongst the top of the list (Borman & Dowling, 2008; Darling-Hammond, 2003; Ingersoll & Strong, 2011; Rajendran et al., 2020) . Throughout the literature reviewed, mathematics teachers have been found to have higher turnover rates than other content areas in secondary education; thus, the focus of this study is on secondary mathematics teachers. Induction programs, with an emphasis on mentoring, have been implemented in districts across states to provide the support that beginning teachers indicate they need. At the time of the study, the current literature lacked research studies that identified effective techniques and strategies for mentoring beginning teachers. The findings from this study provide a window into the mentoring experiences of seven beginning mathematics teachers in an upper Midwestern state. Varied types ofsupport, informal supports from colleagues, observations and meaningful feedback, and unclear expectations during mentoring were four themes that emerged during data analysis from participant interviews and focus groups. These findings led to a discussion with implications for practice for beginning teacher mentoring programs in school districts.  \nPurpose Statement and Research Questions  \nThe purpose of this phenomenological qualitative study was to examine the lived experiences of first through third year secondary mathematics teachers in southeastern school districts of an upper Midwestern state who were mentored and remain in teaching. The following research questions were explored in the study:  \n1. How do beginning mathematics teachers describe their lived experiences of being mentored?  \n2. What meaning do beginning secondary mathematics teachers ascribe to their mentoring experiences?  \n3. What mentoring experiences do beginning secondary mathematics teachers perceive to be the most beneficial to their professional growth?  \nLiterature Review  \nRoughly one-fourth to one-third of beginning teachers leave the teaching profession within the first five years (Carver-Thomas & Darling-Hammond, 2019; Hong & Matsko, 2019) . Specifically, when comparing mathematics and science teacher attrition rates to other nonmathematics/science teachers, rates were almost always higher for mathematics and science teachers even when considering multiple school and student demographics (Carver-Thomas & Darling-Hammond, 2019; Ingersoll & May, 2012) . Teachers leave the profession for a variety of reasons; however, research shows that lack of support, lack of preparation from preservice training, insufficient salaries, heavy demands in working conditions, and in-serv","cbCaio00oR4lSZSy","https://ap.wps.com/l/cbCaio00oR4lSZSy","pdf",213954,16,"English","# Purpose Statement and Research Questions\n## Literature Review\n## Mentoring Experiences and Induction Programs","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study examines the lived experiences of first through third year secondary mathematics teachers who were mentored and remain in teaching, focusing on which mentoring experiences they perceive as most beneficial for professional growth.\"},{\"question\":\"How were the research data collected and analyzed?\",\"answer\":\"Data were collected through individual interviews and focus groups. Analysis used coding of significant words and statements from participants.\"},{\"question\":\"What mentoring supports did beginning secondary mathematics teachers find most valuable?\",\"answer\":\"Participants valued regular observations paired with constructive feedback. They also reported various types of support from assigned mentors and informal support from colleagues within the same building.\"}]","First Through Third Year Secondary Mathematics Teachers’ Mentoring Experiences - A Phenomenological Qualitative Study | PDF",1792094140]