This action-based, applied research study aims to address and evaluate the improvement of teacher retention through an effective new teacher induction and mentoring program for teachers in their first years coupled with professional learning to build their capacity. Teacher retention is an issue in every state in the United States. High teacher…

This study investigates a new induction program that encourages new educators to remain in the teaching profession by focusing on strong instruction with continuous feedback. School districts nationwide have experienced new educator shortages. This study provides valuable insight into building a solid foundation of support to new educators as they…

With research supporting that teachers have the greatest effect on student achievement, it is imperative that highly qualified teachers are retained while new teachers are recruited to the profession. The purpose of this mixed-methods inquiry was to focus on a year-long onboarding process to see the effect on the retention of first-year beginning…

This applied research study aims to improve the assistance offered to teachers within their first three years of teaching. As many new teachers enter the profession, they are faced with unexpected challenges and often left isolated and left to navigate teaching alone. This study was conducted based on the collaborative efforts of our leadership…

This dissertation investigates the effectiveness of induction programs from the perspectives of new teachers in urban and suburban school districts. The research uses a phenomenological qualitative research design. The theoretical frameworks for this research are the Motivation Theory and Self-Efficacy Theory. There are eight participants, four…

Serving over 1.1 million students in more than 1,800 public schools, the New York City Department of Education is the largest school district in the nation. When individuals graduate from college with a bachelor's degree in teacher education the New York City Department of Education assign a school-based mentor for one year. The case study…

New teachers are often assigned an experienced teacher who will serve as a mentor that will work with them during the first year of their initial teaching certificate. Although this is a common practice among states, not much guidance exists of what this mentoring should include or what strategies are the most effective. This study was designed to…

Transitioning from teacher candidate to beginning teacher remains a difficult one despite school districts' efforts to provide mentoring and induction programs. This commentary examines teacher attrition and current practices used to support new teachers entering the profession. We draw on the tenets of characteristics of effective mentorships and…

High turnover and attrition of teachers negatively impacts student achievement and instructional quality (Borman & Dowling, 2008). Studies show attrition disrupts learning, increases workload, and erodes school culture (Carver-Thomas & Darling-Hammond, 2019, Schaefer et al., 2012). Addressing these challenges necessitates better support…

Background/Purpose: This study examines the use of the Interactive Growth Guide, a structured coaching tool, within a year-long high-intensity induction program for beginning teachers. Specifically, the study investigates how the Interactive Growth Guide was integrated into the mentoring relationship between a beginning teacher and her coach and…

New community college faculty have unique needs when it comes to adjusting to their new institution and learning how to better perform their job duties. According to the literature, professional development can help meet the wide range of learning needs of new faculty members, though the delivery and types of professional development offered have…

Case study research explored a formal mentoring program for new faculty within a cooperative Extension program at a land-grant university. This research focused on tenure-track and professional-track Extension faculty, who were paired with senior Extension faculty mentors in their first 3-5 years in the organization. Using the theoretical…

A significant number of educators depart from the profession within their initial 5 years, particularly in urban and rural schools with a notable prevalence of students from low socioeconomic backgrounds. This circumstance often presents school districts with the challenge of either hiring underqualified personnel or leaving instructional…

Attrition and turnover among early career teachers (ECTs) have garnered the attention of policymakers and educational leaders across Canada. However, due to provincial/territorial responsibility for education in Canada, teacher induction efforts to keep novice teachers in the profession depend on school system structures and policies specific to…

Growing numbers of school systems and employers now provide and mandate mentoring for novice teachers. Most studies, however, have focused on the extensive mentoring provided during the first year of teaching, and not on mentoring in the following years. There is little research on the functions and on the relational aspects of mentoring new…