Do Teacher Induction and Mentoring Matter?

TLDR

Recent years have seen growing interest in induction programs for beginning elementary and secondary teachers during their first job transition. This study examines whether such supports positively affect retention of beginning teachers. The study focuses on different types and components of induction, including mentoring, collective group activities, extra resources, and reduced workloads. Results show that teachers receiving multiple supports were less likely to move schools or leave teaching after their first year, though some forms of assistance did not increase retention.

Abstract

In recent years there has been a growing interest in support, guidance, and orientation programs-collectively known as induction-for beginning elementary and secondary teachers during the transition into their first teaching jobs. This study examines whether such supports have a positive effect on the retention of beginning teachers. The study alsofocuses on different types and components of induction, including mentoring programs, collective group activities, and the provision of extra resources and reduced workloads. The results indicate that beginning teachers who were provided with multiple supports, were less likely to move to other schools and less likely to leave the teaching occupation altogether after their first year. Some forms of assistance and support, however, did not appear to increase beginners' retention.