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

Thomas More Smith · Richard M. Ingersoll

1,632 citations0/0 files storedAmerican Educational Research Journal

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Teacher Professional Development and Motivation Teacher Education and Leadership Studies School Choice and Performance

Abstract

In recent years there has 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 other schools and less likely to leave the teaching occupation after their first year of teaching.

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References

1984Research in Organizational Behavior 2003Educational Leadership 1990Handbook of research on teacher education 2001Teacher Turnover and Teacher Shortages: An Organizational Analysis 1984Perceived Problems of Beginning Teachers 1991Politics, markets, and America's schools 1991Teacher's workplace : the social organization of schools 1983Employee Turnover: Causes, Consequences, and Control.

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2011The Impact of Induction and Mentoring Programs for Beginning Teachers 2006Teacher Recruitment and Retention: A Review of the Recent Empirical Literature 2008Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research 2008Mentoring beginning teachers: What we know and what we don't 2005Designing Educative Curriculum Materials to Promote Teacher Learning 2011Thriving not just surviving: A review of research on teacher resilience

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