Semester of Gradation
Fall 2025
Degree Type
Dissertation/Thesis
Degree Name
Teacher Leadership
Department
Bagwell College of Education
Committee Chair/First Advisor
Dr. Chinasa Elue
Second Advisor
Dr. Albert Jimenez
Third Advisor
Dr. Nicholas Clegorne
Abstract
This qualitative case study examined how peer mentoring influences teacher self-efficacy at a rural elementary school in southeastern Georgia. Using Bandura's self-efficacy theory and Wenger's communities of practice framework, the research investigated how teachers engage in mentoring relationships and how these practices contribute to professional growth.
Semi-structured interviews and reflection journals were conducted with ten elementary teachers representing diverse experience levels (1-21+ years) and grade levels. Findings revealed that meaningful peer mentoring occurred primarily through informal, trust-based relationships within grade-level teams rather than formal programs. Teachers engaged collaboratively in lesson planning, data analysis, and problem-solving.
Results demonstrated that peer mentoring enhanced teacher self-efficacy through six mechanisms: informal relationship-building, grade-level collaboration, confidence development, trust-based psychological safety, leadership growth, and overcoming barriers. Teachers reported feeling "less isolated," more willing to take instructional risks, and increasingly confident in classroom management. Informal mentoring relationships proved more impactful than formal programs, with hallway conversations and spontaneous problem-solving described as transformative. Findings suggest that sustainable peer mentoring in rural contexts requires protected collaboration time, administrative support for authentic relationships, and recognition of teacher expertise across experience levels.