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You searched for +publisher:"Seton Hall University" +contributor:("Peter R. Greer"). One record found.

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Seton Hall University

1. Kleinman, Randy. A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools.

Degree: PhD, Education Leadership, Management and Policy, 2004, Seton Hall University

. Advisors/Committee Members: Anthony Colella, Charles Achilles, Peter R. Greer.

Subjects/Keywords: Private schools; Teacher turnover; Teachers; Job satisfaction; United States; Education; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kleinman, R. (2004). A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2384

Chicago Manual of Style (16th Edition):

Kleinman, Randy. “A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools.” 2004. Doctoral Dissertation, Seton Hall University. Accessed October 16, 2019. http://scholarship.shu.edu/dissertations/2384.

MLA Handbook (7th Edition):

Kleinman, Randy. “A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools.” 2004. Web. 16 Oct 2019.

Vancouver:

Kleinman R. A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Oct 16]. Available from: http://scholarship.shu.edu/dissertations/2384.

Council of Science Editors:

Kleinman R. A Study of the Perceived Relationship Between Mentoring and Job Satisfaction Among Selected New Teachers in Independent Schools. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/2384

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