Four years after their initial, mentored teaching year, two cohorts of beginning teachers (N= 160) were surveyed to determine whether they had remained in teaching and their retrospective attitudes about mentoring. Approximately 96% of those located were still teaching. Of the different types of support they received from their mentors, they most valued emotional support. It is suggested that teacher mentoring may reduce the early attrition of beginning teachers.
Get full access to this article
View all access options for this article.
References
1.
Chapman, D. W. (1983). A model of the influences on teacher retention. Journal of Teacher Education, 34(5), 43-49.
2.
Chapman, D. W. (1984). Teacher retention: The test of a model. American Educational Research Journal, 21, 645-648.
3.
Chapman, D. W. , & Green, M. S. (1986). Teacher retention: A further examination. Journal of Educational Research, 79, 273-279.
4.
Feistritzer, C. E. (1990). Profiles of teachers in the U.S.-1990. Washington, DC: National Center for Education Information.
5.
Hegler, K. , & Dudley, R. (1986). Beginning teacher induction: A progress report. Journal of Teacher Education, 36(1), 53-56.
6.
Heyns, B. (1988). Educational defectors: A first look at teacher attrition in the NLS-72. Educational Researcher, 17(3), 24-32.
7.
Huling-Austin, L. (1990). Teacher induction programs and intemships. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 535-548). New York: Macmillan.
8.
Lortie, D. D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
9.
New Mexico State Department of Education. (1988). New Mexico enrollment and teacher needs projections. Santa Fe, NM: Author.
10.
Odell, S. J. (1986). Induction support of new teachers: A functional approach. Journal of Teacher Education, 37(1), 26-29.
11.
Odell, S. J. (1990a). Teacher induction: A collaborative program that works. Journal of Staff Development, 11(4), 12-16.
12.
Odell, S. J. (1990b). Mentoring teachers. Washington, DC: National Education Association.
13.
Odell, S. J. , Loughlin, C. E., & Ferraro, D. P. (1987). Functional approach to identification of new teacher needs in an induction context. Action in Teacher Education, 8(4), 51-57.
14.
Schlechty, P. , & Vance, V. (1981). Do academically able teachers leave education? The North Carolina case. Phi Delta Kappan, 63, 106-112.
15.
Schlechty, P. , & Vance, V. (1983). Recruitment, selection and retention: The shape of the teaching force. Elementary School Journal, 83, 469-487.
