Abstract

This multi-paper dissertation investigates teacher mentoring as a critical intervention in human resource development designed to address the complex challenges facing the teaching profession, including high attrition rates and the need for sustained professional support. The study is organized into three connected studies: an integrative literature review on technology enhanced mentoring, a longitudinal qualitative study that devises a comprehensive mentoring model covering cognitive, emotional, and behavioral aspects, and a phenomenological case study in which a formally structured mentoring program in a North Texas school district is analyzed in terms of execution and outcome. Critically important findings indicate that well-crafted mentoring programs, which provide structured support and address the cognitive, emotional, and behavioral needs of educators, significantly increase teacher retention, support professional development, and give a sense of job security. Furthermore, the study identifies the ability of technology to broaden and enhance mentoring efforts, while emphasizing the critical need for systemic support and a people-centered approach to build a lasting and productive teaching force. This dissertation provides a comprehensive template for designing, implementing, and scaling productive teacher mentoring programs, with implications for policy development, practical implementation, and potential research in education and human resource development.

Date of publication

Spring 9-9-2026

Document Type

Dissertation

Language

english

Persistent identifier

http://hdl.handle.net/10950/5152

Committee members

Dr. Greg Wang, Dr. Paul Roberts, Dr. Rochell McWhorter

Degree

Doctor of Philosophy Human Resource Development

Download

Share

COinS