Does Mentoring Matter? The Effect of Induction Supports on Beginning Teacher Retention

• In Event: Revolving Doors? Teacher Recruitment and Retention

Abstract

This study involves a longitudinal statewide analysis of factors that impact beginning teacher retention and mobility, with a specific focus on teachers located in districts receiving state funding for induction support. Multinomial logistic regression models were constructed to investigate both year-to-year and five-year cohort-based data from 2009-10 to 2015-16. Findings indicate that beginning teachers in districts receiving induction support had a positive impact on teacher retention and mobility in some years. However, when examining the outcomes in a subset of districts that met standards for a full-fledged induction program, beginning teachers had a statistically significantly lower rate of exiting the workforce than other beginning teachers. These findings suggest that high-quality mentoring of new teachers can be effective in reducing attrition.

Authors

• Margaret L. Plecki, University of Washington

• Ana M. Elfers, University of Washington

• Anna Wheeler Van Windekens, University of Washington - Seattle