Induction Coach Match Characteristics Relationship With Novice Teacher Perceived and Actual Retention

• In Event: Programmatic Approaches to Teacher Induction and Support

Abstract

Beginning teachers often leave the profession prematurely. This quantitative study examines one of California’s largest teacher induction programs to identify the relationship between novice teachers’ retention intentions and characteristics of their coaching match. We control for novice teacher, induction coach, and campus demographics alongside self-reported proxies of quality coach interactions. Results indicate the importance of having an induction coach with the same teaching philosophy, and to a lesser extent who teaches the same grade, are associated with increased novice teacher perceptions of retention as well as their actual retention. Findings suggest that induction programs should prioritize philosophical similarities (possibly above traditional structural similarities) to better support increased novice teacher retention.

Authors

• Andrew Kwok, Texas A&M University
  Presenting Author

• Joseph Waddington, University of Notre Dame
  Presenting Author

• Deborah Huston, University of California - Riverside
  Non-Presenting Author

• Douglas E. Mitchell, University of California - Riverside
  Non-Presenting Author

• Rita Hemsley, University of California - Riverside
  Non-Presenting Author

• Tonya Almeida
  Non-Presenting Author