First-year teachers without mentors declined in self and impact concerns but task concerns stayed at 50%¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Among 8 first-year teachers without mentors, self concerns fell from 50% to 25% and impact concerns rose from 0% to 25%, but task concerns remained at 50% from the first to third interviews, so the Fuller theory fit them less well. → Olsen 1990

Evidence¶

Olsen 1990¶

Olsen, Dwayne G.; Heyse, Kathy L. (1990). Development and Concerns of First-year and Reentry Teachers with and without Mentors. https://eric.ed.gov/?id=ED323188

q2 · i? · causal · r1

Panel data from the same longitudinal study, for the 8 first-year teachers without assigned mentors across the three interviews. The authors conclude the Fuller theory "does explain the development of first-year teachers without mentors but not as well as the development of first-year teachers with mentors."

"First-year teachers without mentors also decreased in concern for "self" (from 50% in intervlw one to 25% in interview three) but did not decline in concern for "task" issues from the first to the third interviews (50% in both interviews)"

Discussion¶

Related Claims¶

• Discipline concerns declined for all four teacher groups over the school year — related
• First-year teachers with mentors declined in self and task concerns and increased impact concerns over the school year — related
• Not all educators develop impact concerns even when colleagues do; concern change cannot be forced by an outside agent — related
• Teacher concern development is better characterized as progression and retreat than linear stage movement — related
• Teachers without mentors reached the impact level more often than mentored teachers, raising the question that mentoring may inhibit development — related
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