Informal and Formal Teacher Mentoring and Its Link to Turnover Intention

• In Event: Innovative Mentoring Strategies

Abstract

The purpose of the study was to examine the relations among informal and formal mentoring, workplace adaptation, satisfaction, career commitment, and turnover intent. Two-hundred fifty two middle school teachers (58.3% female) from ten Midwestern U.S. schools were surveyed. Path-analytic results demonstrated that positive informal and formal mentoring experiences, successful adaptation, and greater commitment to teaching as a career reduced the likelihood of turnover intent. Research with larger, more diverse samples and moderator variables were recommended. Both informal and formal mentoring was highlighted as a possible leverage point for reducing teacher turnover intention.

Authors

• Thomas G. Reio, Florida International University

• Chaundra Whitehead, Florida International University

• Iryna Dzhuryak, Institute of International Education