Induction and Mentoring on Early-Career Teachers’ Collaboration: Insights from the U.S. TALIS 2018

• In Event: Teacher Education from a Global Perspective: Learning from Home and Abroad

Abstract

This study examines how induction and mentoring practices impact two primary dimensions of teacher collaboration: exchange and coordination and professional collaboration, among early-career teachers in the United States, using the 2018 Teaching and Learning International Survey (TALIS) data. By analyzing responses from 590 teachers, the study applies multilevel modeling and regression analysis to explore their relationships. Results reveal that mentorship support and a collaborative school climate significantly predicted both types of collaboration. Reflective and instructional induction practices are strongly associated with deeper forms of professional collaboration. However, participation in formal or informal induction programs alone has a limited effect. These findings underscore the importance of instructional-oriented induction and mentoring support systems in fostering meaningful professional collaboration among early-career teachers.

Authors

• Shaoan Zhang, University of Nevada - Las Vegas

• Qingmin Shi, University of Nevada - Las Vegas

• Jinkun Shen, University of Nevada - Las Vegas