Collaborative Mentoring for Retaining Secondary Biology Teachers

Area of Science:

• Science education
• Teacher professional development

Background:

• Veteran biology teachers experience burnout, leading to job dissatisfaction and attrition.
• Existing mentoring programs are often inadequate, failing to engage veteran teachers or align with school structures.
• Current models can be overly focused on individual counseling rather than practical, school-based development.

Purpose of the Study:

• To propose and describe a collaborative mentoring model for veteran biology teachers.
• To enhance professional development opportunities for experienced high school science educators.
• To improve teacher retention and job satisfaction in secondary science education.

Main Methods:

• Implementing a collaborative mentoring program pairing veteran high school teachers with peers and university professors.
• Focusing professional development activities on improving classroom practices, laboratory skills, and writing instruction.
• Integrating mentoring activities within the regular school operational framework.

Main Results:

• The collaborative mentoring model offers a cost-effective approach to professional development.
• It provides meaningful engagement for veteran biology teachers, addressing their needs for growth and support.
• Potential for increased job satisfaction and improved teacher retention rates.

Conclusions:

• Collaborative mentoring embedded in school practice is a viable strategy for supporting veteran biology teachers.
• This model benefits students, university faculty, and teachers by fostering shared knowledge and practical skills.
• It presents a scalable solution for enhancing science teacher retention nationwide.