Theses and Dissertations

Advisor

Smith, Kaleb

Committee Member

Burson, Deborah

Committee Member

Stubbs, Michelle

Committee Member

Mulkana, Angela

Committee Member

Smith, Kim

Date of Degree

5-15-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Education (Educational Policy & Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

This capstone project addresses the ongoing problem of inconsistent, unstructured, and unsustainable mentoring practices in K–12 schools, which contribute to new teacher burnout, uneven instructional support, and high turnover rates. The purpose of the project is to design a research-based mentoring implementation system that strengthens novice teacher support while building mentor capacity. The study is guided by the Consolidated Framework for Implementation Research (CFIR) and informed by ERIC implementation strategies, which together provide a structured lens for understanding barriers, facilitators, and effective actions related to mentoring implementation. The research questions explore how intervention characteristics, school-level contextual factors, and implementation processes shape the fidelity and success of mentoring programs. Using desk-based research methods, the study collects and analyzes data through a systematic review of peer-reviewed literature, policy guidance, and practitioner resources published within the last ten years. Data are synthesized thematically and mapped to CFIR constructs to identify patterns across studies, such as time constraints, mentor training needs, scheduling challenges, and sustainability concerns. These findings inform the development of the Mentoring Implementation Playbook, a comprehensive, research-based deliverable that includes implementation tools, feedback templates, mentor training structures, sample schedules, and equity-focused practices designed to support schools as they strengthen mentoring systems. This project provides a practical and theoretical contribution by demonstrating how implementation science can guide sustainable, high-fidelity mentoring practices that improve teacher effectiveness and retention.

Download

Share

COinS