Exploring Components of a Comprehensive Teacher Induction Program: An Analysis of Beginning Teacher Longitudinal Study

• In Event: 35.069 - High-Quality Induction Programs: Possibilities and Challenges

Abstract

High teacher turnover has been a critical issue in U.S. K-12 education. How to best support new teachers through the beginning years of their careers and thus to increase new teacher retention is an important question that has caught the attention of researchers, policymakers, and practitioners. By analyzing the restricted-use data of Beginning Teacher Longitudinal Study with multinomial logistic regression, this study explored the predictor variables for new teacher retention from three elements of new teacher induction—mentoring practices, collaborative practices, principal behaviors. Results from the study provide important insight necessary in designing effective comprehensive induction programs for school leaders and policy-makers regarding ways to better increase new-teacher retention.

Authors

• Bonita Lanoza Maready, Desoto County Schools

• Qiang (Andy) Cheng, The University of Mississippi

• Dennis Allen Bunch, The University of Mississippi