What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?

Abstract

In recent years there bas been an increase in the number of programs offering support, guidance, and orientation for beginning teachers during the transition into their first teaching job. This study examines whether such programs-collectively known as induction-have a positive effect on the retention of beginning teachers. The data used in the analysis are from the nationally representative 1999-2000 Schools and Staffing Survey. The results indicate that beginning teachers who were provided with mentors from the same subject field and who participated in collective induction activities, such as planning and collaboration with other teachers, were less likely to move to others schools and less likely to leave the teaching occupation after their first year of teaching.

Crossing horizons: Continuity and change during second-career teachers’ entry into teaching

“…We believe that the availability and quality of mentoring, collegial consultation and peer support are important conditions of teacher learning in the workplace (cf. McCabe, 2004;Smith & Ingersoll, 2004), which are especially important to career changers.…”

“…They also concluded that there is almost no evidence-based knowledge about the conditions influencing the outcomes of ACPs and call for research targeting the relationships between programme characteristics and programme outcomes. Since then, a few studies have demonstrated specific relationships between ACP characteristics and graduates' attrition patterns (Shen & Palmer, 2005), as well as between beginning teacher turnover and different ''induction packages'' (Smith & Ingersoll, 2004).…”

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface

“…Such factors include mentor support for new teachers (Smith & Ingersoll, 2004;Sumsion, 2003), school and administrative support (Day, 2008;Fantilli & McDougall, 2009), support of peers and colleagues (Le Cornu, 2009;Warshauer Freedman & Appleman, 2008) and support of family and friends (Howard & Johnson, 2004;Yates, Pelphrey, & Smith, 2008). Although specific teaching contexts are not the prime focus of this paper, the research on the role of context in providing affordances or constraints for resilience development may influence how resilient teachers are perceived.…”

The Native Speaker Programme – The Coin has Two Sides

“…Mentoring assists novice teachers to adjust to the challenges of teaching and to develop into quality educators. Research suggested that mentoring is an important and effective form of support for novice teachers' professional development (Evertson & Smithey 2001, Smith & Ingersoll 2004, Brock & Grady 2007, Hobson et. al 2009.…”