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Direct linkKutsyuruba, Benjamin; Walker, Keith D.; Matheson, Ian A.; Bosica, John – New Educator, 2022
Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers' retention. Using the results from a pan-Canadian "Teacher Induction Survey" (N = 1343), we compared ECTs' experiences with induction, mentorship and career development within their first five years.…
Descriptors: Foreign Countries, Beginning Teachers, Beginning Teacher Induction, Mentors
Download full textKutsyuruba, Benjamin – International Journal of Education Policy and Leadership, 2020
Research shows that school administrators' engagement is vital in creating a structure supportive of induction and mentoring for early career teachers. This article details a mixed-method research study that examined the role and impact of school administrators' engagement in four teacher induction programs in the United States (two statewide and…
Descriptors: Mentors, Teacher Administrator Relationship, Beginning Teacher Induction, Beginning Teachers
Walker, Keith; Kutsyuruba, Benjamin – International Journal of Education Policy and Leadership, 2019
This article is based on an extensive mixed-methods pan-Canadian study that examined the differential impact of teacher induction and mentorship programs on the retention of early career teachers (ECTs). It discusses the findings from the analysis of publicly available pan-Canadian documents detailing the mandated roles, duties, and…
Descriptors: Administrators, Administrator Role, Beginning Teachers, Beginning Teacher Induction
Kutsyuruba, Benjamin; Walker, Keith D.; Godden, Lorraine – Journal of Global Education and Research, 2019
Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring…
Descriptors: Context Effect, Beginning Teachers, Beginning Teacher Induction, Mentors
Kutsyuruba, Benjamin; Godden, Lorraine; Walker, Keith – Research in Educational Administration & Leadership, 2020
School administrators are expected to undertake a variety of roles and responsibilities with regard to facilitating the ongoing professional development of teachers in their schools. Administering formal or informal mentoring initiatives is a typical strategy employed for supporting early career teachers [ECTs] as they adjust to school culture,…
Descriptors: Context Effect, School Administration, Administrator Role, Administrator Responsibility
Kutsyuruba, Benjamin; Walker, Keith; Al Makhamreh, Maha; Stasel, Rebecca Stroud – in education, 2018
Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early career teachers' retention. This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the…
Descriptors: Foreign Countries, Beginning Teachers, Teacher Persistence, Faculty Mobility
Kutsyuruba, Benjamin; Tregunna, Leigha – Canadian Journal of Educational Administration and Policy, 2014
Over the past two decades, the phenomenon of teachers abandoning the profession has been noted internationally, and has increasingly caught the attention of policy makers and educational leaders. Despite this awareness, no pan-Canadian statistics or comprehensive reviews are available. This paper reports on the exploratory, pan-Canadian document…
Descriptors: Faculty Mobility, Beginning Teacher Induction, Mentors, Content Analysis
