Looking Inside and Outside of Mentoring: Effects on New Teachers’ Organizational Commitment

Abstract

This article puts forth a multidimensional framework for empirically testing the effects of teacher mentoring, focusing on interactions between formal mentors and novice teachers and the setting in which these interactions occur. Analyzing survey and administrative data from Chicago Public Schools with a multilevel propensity-score weighting approach, our analyses identifies the combination of stronger leadership and high-quality mentoring that features at least biweekly mentor-mentee interactions, comprehensive content, and opportunities for engagement with teaching practice as the most effective for building teacher organizational commitment. The results also reveal that stronger principal leadership may protect teachers from lack of access to any mentor or to high-quality mentoring while weaker leadership may diminish the potential benefits of high-quality mentoring.

Commitment to Teacher’s Work and Authentic Leadership in the Industrial Revolution Era 4.0

“…These skills add to the maximum effort of the teacher by applying eight necessary teaching skills. Skills of opening and closing lessons, questioning skills, member strengthening skills, explaining abilities, skills in managing classes, variations in skills, skills in guiding small group discussions and small group teaching skills [20].…”

The Mediating Role of Organizational Commitment on the Relationship Between Emotional Labor and Work Engagement of Teachers

“…Their OC has an important effect on efficacy and success of their work ( Fresko et al, 1997 ; Wang et al, 2020 ). Teachers with high OC have positive emotions about the mission and ethics of their schools and tend to stay within the school ( Hong and Matsko, 2019 ). OC of teachers is associated with student success and better quality in schools ( Nehmeh, 2009 ; Balay, 2014 ; Akdemir, 2019 ).…”

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

“…In our evaluation, we noticed that in schools induction and mentoring were not a priority, which implies that school principals did not lead the way when it came to this important part of NQTs' first year. These findings are in conflict with those showing effective leadership being instrumental in induction and mentoring (Hong & Matsko, 2019). The Icelandic educational system has been undergoing significant changes recently, and it is still too early to make definite conclusions about improvements, for example, regarding induction and mentoring.…”

“…They should be able to support those beginning their careers and have a constructive effect on their work and attitude, so that NQTs can better cope with and stay in their chosen career instead of leaving the profession. Also, mentors must value the knowledge and past experiences that new teachers bring to the profession, as has been pointed out in other scholarly writings (Ingersoll, 2012;Hong & Matsko, 2019).…”

“…Effective leadership must not be underestimated in induction and mentoring. According to research, principal leadership is one of the most significant factors of teachers' commitment to the profession (Hong & Matsko, 2019). In terms of mentoring, it seems that more emphasis is now placed on the cooperation and co-responsibility of teacher educators, and field experiences based on academic research pertaining to quality teacher education.…”