Significant numbers of early career teachers decide to leave the profession every year. National data indicate that more than 44% of teachers leave the profession within five years and teachers in high-needs schools are more apt to leave after the first year. Attrition is a salient concern for the field of education because of its financial impact, contribution to the national teacher shortage, and ultimately its impact on the quality of instruction. Research has shown that teachers who participate in high-quality induction programs have higher levels of job satisfaction, commitment, and retention (Ingersoll & Strong, 2011). Teachers also demonstrate more effective teaching practices. While the literature articulates the need for high-quality teacher induction programs, there is little empirical research regarding what supports are most effective. The research that does exist has used various methods for measuring the effectiveness of programs and has garnered mixed results. The purpose of this study was to compare the effects of a coaching model and a mentoring model on the perceived self-efficacy of first-year teachers. Self-efficacy was utilized to measure the effectiveness of the two induction programs because self-efficacy has been shown to impact both instructional quality and retention of teachers. One hundred forty-three teachers completed the "Teachers' Sense of Efficacy Scale" (TSES) after their first year of teaching. Sixty-five teachers participated in a coaching model, while 78 participated in a mentoring model. The TSES contained three subscales that measured efficacy for student engagement, instructional strategies, and classroom management. Data were carefully screened for outliers and all statistical assumptions were met. Inferential analysis was conducted utilizing a one-way multivariate analysis of variance (MANOVA). The data indicated that there was not a significant difference between the mean scores for the coaching model and the mentoring model participants on any of the three subscales. School context and level of principal support may have impacted the results of the study. Additional research is needed to ascertain the effectiveness of coaching and mentoring on the retention and development of new teachers. It should avoid the limitations of the present study by obtaining pretest efficacy scores to determine the growth of teacher efficacy, obtaining buy-in from campus principals, and by ensuring that school conditions for both groups are more similar. Previous research (Gardiner, 2012) indicated that new teachers in high needs schools often receive inadequate support. However, data from the current study showed that there was not a difference in efficacy for teachers who participated in the coaching model, suggesting that given the school context, the impact of coaching may be greater than the data implies. Additionally, the results of the current study suggested that when mentoring is not possible on a campus, coaching may provide an acceptable proxy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]