An exploratory study of STEM teachers’ mentorship networks

Abstract

Abstract Background The Noyce Scholarship Program was created to attract and retain science, technology, engineering, and mathematics (STEM) teachers in high-need schools. Teacher support networks, and specifically mentorship support, have been linked to increased retention of high-quality teachers in the classroom. Using a sample of Noyce teachers, we used a multilevel model to explore how the characteristics and composition of novice teachers’ support networks are related to the likelihood that they receive mentorship support, and further, how characteristics common among Noyce programs are related to mentorship support. Results Findings suggest that the characteristics and composition of a teacher’s network, as well as certain Noyce program characteristics, contribute to the likelihood that teachers receive mentorship support from their larger support network. Implications The results of this study highlight the importance of considering how the design of teacher preparation programs may contribute to continued mentorship support for early career teachers, and ultimately, their retention in the classroom.

Keywords

• Novice STEM teachers
• Support networks
• Mentoring