Mentoring on Early-Career Technology and Engineering Teachers


  • Joseph Furse Utah State University
  • Emily Yoshikawa Ruesch Utah State University
  • Hannah Lloyd Utah State University
  • Cory Ortiz


Teacher Retention, Mentoring, Early-Career Teachers, Technology Education, TEE


Many researchers in the field of technology and engineering education (TEE) have identified the shortage of TEE teachers as an existential crisis within the discipline. A major component of this crisis is the retention of early-career TEE teachers. This study sought to investigate the impact of current practices and impacts of mentoring on early-career TEE teachers’ sense of belonging, job satisfaction, and expectations to remain in the teaching profession. Data were collected from early-career technology and engineering teachers via an online survey distributed across the United States of America through the Association for Career and Technical Education, the International Technology and Engineering Educators Association, and state-level CTE directors. Data were analysed regarding the types of mentoring available to early-career TEE teachers, its effectiveness, and the relationship between mentoring and sense of belonging, job satisfaction, and teachers’ intentions to remain in the profession.

Additional Files



How to Cite

Furse, J., Yoshikawa Ruesch, E., Lloyd, H., & Ortiz, C. (2023). Mentoring on Early-Career Technology and Engineering Teachers. The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). Retrieved from