Beginning Teachers' Perceptions of Mentoring, Climate, and Leadership: Promoting Retention through a Learning Communities Perspective

Wynn, Susan R.; Carboni, Lisa Wilson; Patall, Erika A.

doi:10.1080/15700760701263790

Cited by 66 publications

(75 citation statements)

References 7 publications

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“…The reverse also is true; the absence of these school conditions produce greater teacher turnover (Ingersoll, 2001), suggesting teachers need environments where they are supported and treated as professionals. Affirming this finding, teachers in Wynn, Carboni, and Patall's (2007) study transferred schools in order to gain access to a school environment in which "they could feel like professionals-sharing ideas and resources with colleagues and receiving respect and guidance from the principal" (p. 212). These findings show teaching by its very nature is a profession; however, the conditions and circumstances of teaching often undermine the professionalization of the field (Su, 1997).…”

Section: School Conditionssupporting

confidence: 65%

Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms

Farinde

Allen

Lewis

2016

Equity & Excellence in Education

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Section: School Conditionssupporting

confidence: 65%

Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms

Farinde

Allen

Lewis

2016

Equity & Excellence in Education

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“…Most importantly, several studies examined the effects of mentors who were released full-time from classroom duties (e.g., Glazerman et al, 2010) and others explored the effects of those who continued to have classroom duties (e.g., Wynn et al, 2007), but we could not determine which was preferable in terms of teacher retention.…”

Section: Facilitative Administrative Structuresmentioning

confidence: 97%

“…Although researchers reported both types of data, the majority of them (five out of seven) were quantitative dominant studies (Tashakkori & Teddlie, 1998). In addition to retention and quantitative survey data, these studies also included interviews (Black et al, 2008;Huling & Resta, 2007;Perez & Ciriza, 2005) or teacher responses to open-ended survey questions (Wynn et al, 2007). Wechsler et al's (2010) study represented a more complete mixed methods design in which they reported both large-scale quantitative survey results of 39 programs and case studies of six representative programs.…”

Section: Research Designs Employed and Data Collectedmentioning

confidence: 97%

Effects of Mentoring Programs on New Teacher Retention: A Literature Review

Waterman

2011

Mentoring & Tutoring: Partnership in Learning

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Building upon previous literature reviews, this article highlights research and evaluation efforts regarding the effectiveness of mentoring programs for new teacher retention in the USA since 2005. Through the analysis of various mentoring program components, different research methods used, and major findings from these studies, we discuss the non-linearity and complexity of both the mentoring process itself and the study of mentoring on new teacher retention. Based on our review, we offer recommendations for researchers and decision-makers to enhance the quality of such studies and maximize the use of the findings in improving mentoring programs and enhancing teacher retention.Each year many teachers enter and leave the teaching profession in the United States. According to recent data from the National Center for Education Statistics (2010), of the 3,380,300 public school teachers who were teaching during the 2007-2008 school year, 8% left the profession (leavers) and 7.6% moved to a different school (movers). For new teachers, those who have one to three years of experiences, the turnover rate was even higher, with 9.1% leavers and 13.7% movers.Teacher turnover can be costly for school districts. In a pilot study conducted by the National Commission on Teaching and America's Future, for example, the total cost of teacher turnover in the Chicago Public Schools was estimated to be over $86 million per year, and the average cost per leaver was $15,325 (Barnes, Crowe, & Shaefer, 2007). High turnover costs undermine school districts' efforts to enhance the quality of teaching under the already tight budgets. Most importantly, higher school turnover rates have an adverse affect on student academic performance (Guin, 2004;Terry & Kritsonis, 2008).

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“…However, this transition into a new school or into the teaching profession altogether can be made a lot easier by the proper use and implementation of induction or mentoring programs (Wynn, Carboni & Patall, 2007). The establishment of mentoring programs, made available to the beginning teachers for a certain number of years following graduation from college, can also provide the beginning teacher with personal encouragement, assistance in curriculum development, advice about lesson plans, and feedback about teaching (Inman & Marlow, 2004).…”

Section: Mentoringllnductionmentioning

confidence: 99%

“…One very important factor of school culture is the working conditions within the school. The principal of the school has a majority of the influence on this aspect of school culture (Wynn, Carboni & Patall, 2007). Weiss (1999) found that schools with supportive climate characterized by collaboration and teacher participation in decision making were related to a greater commitment to teaching and intention to remain in the profession for first-year teachers.…”

Section: School Culture/climatementioning

confidence: 99%

Increasing Teacher Retention in Today's American Schools

Creeden¹

2008

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For schools in today's society to hold on to good teachers that the students leam well from and parents respect is becoming more and more difficult year after year. The students of today are very different than they were 15 to 20 years ago and there is too much pressure to perform from administrators today than in the past. This study is intended to inform and make both public and private schools aware of the factors that affect teacher retention and several ways schools can increase teacher retention at their own school. This qualitative study focuses more on finding out why teachers want to stay at a school rather than the reasons they desire to leave. A sample of 20 teachers who have been teaching at least one class every day for five or more years at Hilton Head Christian Academy were interviewed for this study. A focus group was then conducted after the individual interviews.

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Beginning Teachers' Perceptions of Mentoring, Climate, and Leadership: Promoting Retention through a Learning Communities Perspective

Cited by 66 publications

References 7 publications

Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms

Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms

Effects of Mentoring Programs on New Teacher Retention: A Literature Review

Increasing Teacher Retention in Today's American Schools

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