Melissa Niemi

Date of Award

2025

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education In Curriculum and Leadership (Curriculum and Instruction)

Department

Teacher Education

First Advisor

Jessica Banks

Second Advisor

Anna Hart

Third Advisor

Michael Dentzau

Abstract

This qualitative case study explores the impact of mentor content knowledge on the experiences of novice secondary science teachers and what qualities novice science teachers find important in a mentor. This study investigates whether having a content-specific mentor affects a new science teacher’s self-efficacy, teaching practices, and career satisfaction compared to those mentored by teachers from different content areas. Using Social Cognitive Theory as a framework, the study examines how the interactions between mentors and mentees shape new teachers’ development and instructional effectiveness. Data was collected through participant images, card sorts, and interviews to uncover themes regarding the value of content-specific mentorship and its influence on new teachers’ confidence and retention. The findings of this study showed that mentor content background does affect the experiences of new science teachers in a mentor program. New teachers with science mentors felt more supported and had reported higher levels of self-efficacy. New teachers also reported valuing qualities associated with professionalism slightly higher than personal qualities. The findings emphasize the importance of tailoring mentorship programs to include content-specific support, especially in science education, where subject matter expertise is critical for teaching effectiveness. This research contributes to the limited literature on mentorship program design and provides actionable insights for improving teacher retention and instructional outcomes in science education. By addressing gaps in mentor mentee alignment, educational leaders can develop strong systems to support novice teachers and foster long-term success in the teaching profession. The findings aim to inform future mentorship program designs, ultimately supporting teacher retention and improving instructional outcomes in science education.

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