Effects of Teacher Induction/Mentoring Programs on Teacher Attrition
Effects of Teacher Induction/Mentoring Programs on Teacher Attrition
Karen Pack
University of South Carolina
Abstract
In response to the nation’s call that all teachers be highly qualified, many states and school districts have put into place some type of teacher mentor or induction program to assist teachers entering the profession for the first time. Programs typically address areas such as classroom management, instructional framework and student assessment. The purpose of this research is to examine the effect of South Carolina’s teacher induction program on teacher attrition. An experimental quantitative analysis will be used to determine the impact of the teacher induction program on teacher turnover rates in the profession for the state of South Carolina. Keywords: teacher induction, teacher mentoring, teacher attrition
Effects of Teacher Induction/Mentoring Programs on Teacher Attrition The purpose of this study is to determine the effect of teacher induction programs on teacher attrition. Most induction programs include a component that allows for mentoring of new teachers. Ganser expressed that the practice of mentoring new teachers is fundamental to teacher retention (as cited in Hoyle, Bjork, Collier & Glass, 2005, p. 170). Research by Ingersoll (2001, 2011) has established a relationship between participation in a teacher induction program and remaining in the profession. In a recent review of the research, Ingersoll and Strong reveal that while most professions experience a level of attrition at the onset, teacher attrition is uncharacteristically high in comparison, especially after the initial year (2011). The higher levels of attrition are of concern as they directly contribute to a school’s ability to provide a quality educational program that is focused on increased student achievement.
In an effort to boost student achievement, school systems have implemented measures over the past decade to provide evidence of teacher
Karen Pack
University of South Carolina
Abstract
In response to the nation’s call that all teachers be highly qualified, many states and school districts have put into place some type of teacher mentor or induction program to assist teachers entering the profession for the first time. Programs typically address areas such as classroom management, instructional framework and student assessment. The purpose of this research is to examine the effect of South Carolina’s teacher induction program on teacher attrition. An experimental quantitative analysis will be used to determine the impact of the teacher induction program on teacher turnover rates in the profession for the state of South Carolina. Keywords: teacher induction, teacher mentoring, teacher attrition
Effects of Teacher Induction/Mentoring Programs on Teacher Attrition The purpose of this study is to determine the effect of teacher induction programs on teacher attrition. Most induction programs include a component that allows for mentoring of new teachers. Ganser expressed that the practice of mentoring new teachers is fundamental to teacher retention (as cited in Hoyle, Bjork, Collier & Glass, 2005, p. 170). Research by Ingersoll (2001, 2011) has established a relationship between participation in a teacher induction program and remaining in the profession. In a recent review of the research, Ingersoll and Strong reveal that while most professions experience a level of attrition at the onset, teacher attrition is uncharacteristically high in comparison, especially after the initial year (2011). The higher levels of attrition are of concern as they directly contribute to a school’s ability to provide a quality educational program that is focused on increased student achievement.
In an effort to boost student achievement, school systems have implemented measures over the past decade to provide evidence of teacher
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