A Meta-Analysis of Research on Novice Teacher Induction and Mentoring Programs

• In Event: Studies on Newly Hired Teachers: What We Know From Published Research to What Teachers Experience

Abstract

This meta-analysis examined quantitative research literature from 2010-2019 on the topics of novice teacher induction and mentoring programs and concluded that these programs have a small but significant positive effect on teacher and student outcomes including teacher retention, teacher effectiveness, teacher assessments, and student achievement outcomes. The calculated overall effect size was found to be significantly higher than that found in the influential Glazerman et al. (2010) experimental study of induction programs. Additional moderation analysis revealed that comprehensive induction programs predicted greater effects than programs that only included mentoring components.

Authors

• Jeffrey Keese, Mercer University

• Christopher G. Thompson, Texas A&M University - College Station

• Karen McIntush, Texas A&M University - College Station

• Megan Svajda-Hardy, Texas A&M University - College Station