Date

7-21-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Mary Strickland

Keywords

special education, mentorship, novice teachers, veteran teachers, uncertified teachers, Title I school, policies, and individualized instructional practices

Disciplines

Education

Abstract

The purpose of this hermeneutic phenomenological study was to understand the lived experiences mentoring novice or uncertified special education teachers for veteran special education teachers at Joy High School in Texas. The theory guiding this study was Bandura’s social learning theory, which emphasizes the importance of observational learning, modeling, and mentorship in shaping professionals. The central research question was: How do veteran special education teachers in Title I secondary schools describe the mentorship and training needs of novice and uncertified special education teachers related to implementing special education policies and individualized instructional practices? Using purposive sampling, 10 veteran special education teachers participated in semi-structured individual interviews, focus group discussions, and reflective journal entries. The data were analyzed using van Manen’s hermeneutic phenomenological approach. Three themes emerged from the data: (a) modeling is the foundation of learning, (b) growth happens through guided practice, and (c) mentoring is relational and occurs within real constraints. Findings suggested that effective mentorship for novice and uncertified special education teachers requires intentional modeling, structured yet relational coaching, and leadership practices grounded in trust and clarity. Implications included the need for structured mentorship frameworks in Title I secondary and emotionally responsive leadership to support teacher retention and instructional quality.

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