AN EXAMINATION OF MENTORING AND INDUCTION EFFECTS ON RETENTION, TEACHING EFFECTIVENESS AND STUDENT ACHIEVEMENT.

Abstract

The purpose of this quantitative quasi-experimental study with a non-equivocal groups design is to explore how mentoring and induction variables influence teacher retention, and the effect of mentoring on student achievement and teaching effectiveness. Survey data, student achievement data, and teacher effectiveness data was collected from new teachers in two school districts, one with a formalized mentoring and induction program and one without. Chi-square test results showed a significant effect of mentoring on increasing teacher’s intent to remain in the profession. Chi square results on induction supports including common planning period, mentor in the same subject area, and reduced preps had no significant effect on retention. Despite numerical differences between groups, t-test results of mentoring on student achievement did not show a significant effect and might be due to the small sample size. T-test results of mentoring on teacher effectiveness did show significant results. During a tumultuous time in education, it is crucial to support and retain new teachers; mentoring research has found is an effective method to support new teachers, increase retention, and increase teaching effectiveness. Districts need to provide quality mentors with detailed, comprehensive, research-based training programs to ensure an effective, quality service to new teachers (Duncan, 2010; Shockley et al., 2013). However, mentoring is only one way to reduce attrition. Plans to support teachers in a variety of ways need to be studied further, then thoughtfully planned and implemented. Only then can we realize an increase in student achievement with a decrease in teacher attrition.