Effects of Mentoring Programs on New Teacher Retention: A Literature Review

2011 ◽  
Vol 19 (2) ◽  
pp. 139-156 ◽  
Author(s):  
Sheryn Waterman ◽  
Ye He
Keyword(s):  
Literature Review ◽  
Teacher Retention ◽  
New Teacher ◽  
Mentoring Programs ◽  
New Teacher Retention

scholarly journals How Educational Leaders Can Initiate Mentoring Relationships to Support Their Newest Faculty Members

2021 ◽  
Vol 2 (1) ◽  
pp. p7
Author(s):  
Stefanie Sorbet ◽  
Patricia Kohler-Evans
Keyword(s):  
Teacher Retention ◽  
New Teachers ◽  
School Teacher ◽  
Educational Leaders ◽  
Field Research ◽  
Retention Rates ◽  
Mentoring Programs ◽  
Quality Teachers ◽  
Attrition Rates ◽  
New Teacher Retention

The number of teachers who enter and exit the field of education within their first five years in the profession is said to be near 40-50 percent (Ingersoll, 2012). First-year public school teacher attrition rates have increased from 21.4% in 1988 to 28.5% in 2004 (Ingersoll & Merrill, 2010). At a time when the number of new teachers exiting the profession within the first five years is 40-50 percent (Ingersoll, 2012), something must be done to support new teachers so they can remain and become successful in their field. Research suggests that students who receive instruction from high quality teachers are more likely to show academic gains. How can students get what they need if teacher turnover is so alarmingly high? Teachers need ongoing and job-embedded support to remain in this challenging profession. By combining the two powerful approaches of mentoring and coaching, educational leaders can foster reciprocal relationships between novice and seasoned teachers while increasing the likelihood that the rates of teacher retention could improve dramatically. Schools with mentoring programs in place reported greater new teacher retention rates as compared to those schools without mentoring programs in place (Di Carlo, 2015).

scholarly journals Mentoring as an opportunity to improve research and cancer care in Latin America (AAZPIRE project)

ESMO Open ◽  
2020 ◽  
Vol 5 (6) ◽  
pp. e000988
Author(s):  
Martín Osvaldo Angel ◽  
Renata Colombo Bonadio ◽  
Guilherme Harada ◽  
Federico Waisberg ◽  
Diego Enrico ◽  
...  
Keyword(s):  
Latin America ◽  
Literature Review ◽  
Support Group ◽  
Cancer Care ◽  
Health Policies ◽  
Mentoring Programs ◽  
International Group ◽  
Key Points ◽  
New Learning ◽  
Learning Frameworks

Effective networking and mentoring are critical determinants of professional satisfaction and success in oncology. There are multiple benefits associated with established mentoring programs. However, these are scarce in Latin America (LATAM). The AAZPIRE project meeting was held to encourage the discussion of mentorship strategies in our region, to create new learning frameworks, and improve cancer care. A group of 30 young oncologists and investigators, together with seven members of LACOG and CLICaP experts of 8 LATAM countries, were reunited to share views and define opportunities, barriers, and possible solutions to implement mentorship programs in LATAM. For each of the mentioned topics, key points were obtained by consensus, and a literature review was conducted to support group conclusions. This article analyses mentoring in LATAM countries and its role on promoting leadership. It will address conceptual frameworks, limitations, and opportunities from the perspectives of both mentor and mentee. The creation of regional and international group stimulation programs and joint projects that impact health policies are attractive, starting points to implement mentorship scenarios.

scholarly journals Mentoring: A Strategy to Support Novice Early Childhood Educators

2016 ◽  
Vol 38 (2) ◽  
pp. 21-24 ◽  
Author(s):  
Laura K. Doan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Literature Review ◽  
Early Childhood Educators ◽  
Mentoring Programs ◽  
Future Research ◽  
Formal Mentoring ◽  
Culture Of Learning ◽  
Childhood Education

The mentoring needs of novice early childhood educators are identified within the British Columbian context, where graduates do not receive formal mentoring. Following a description of the problem, a literature review is provided on the following themes: how mentoring facilitates a culture of learning; characteristics of successful mentors; and the mentoring process. Examples are drawn from mentoring programs in New Zealand and Worcester, England. Leadership implications are discussed with an emphasis on future research on mentoring in early childhood education.

Making mentoring work

2018 ◽  
Vol 99 (6) ◽  
pp. 64-69 ◽  
Author(s):  
Nina F. Weisling ◽  
Wendy Gardiner
Keyword(s):  
Beneficial Effect ◽  
New Teachers ◽  
School Leaders ◽  
Teacher Performance ◽  
New Teacher ◽  
Mentoring Programs ◽  
Teacher Mentoring

Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don’t live up to their potential. This article presents four research-based strategies that improve mentoring programs’ prospects for success. By setting clear expectations, getting mentors into the classroom, mentoring the mentors, and focusing on relationships, school leaders can help new teachers receive the support they need.

Mentorship programs in the manufacturing industry

2018 ◽  
Vol 42 (7/8) ◽  
pp. 455-469 ◽  
Author(s):  
Cecilia Bjursell ◽  
Rebecka Florin Sädbom
Keyword(s):  
Literature Review ◽  
Selection Criteria ◽  
Design Methodology ◽  
Manufacturing Industry ◽  
Mentoring Programs ◽  
Contextual Knowledge ◽  
Content Type ◽  
Mentorship Program ◽  
Learning At Work ◽  
Mentorship Programs

PurposeThis paper aims to present a literature review of studies of mentorship programs in the manufacturing industry so as to lay a theoretical basis for learning at work.Design/methodology/approachA literature review with focus on mentorship programs in the manufacturing industry was used. A search for relevant peer-reviewed articles, in four databases, rendered 315 hits, but only one article dealt with mentorship programs in an industry similar to the manufacturing industry. Thus, it is concluded that there is a lack of research on this area. The selection criteria were broadened so as to include 16 articles on mentorship programs for learning at work.FindingsThree dominant areas emerged from this review: definitions of mentorship, characteristics of a good mentor and mentorship program structures. The establishment of a mentorship program requires a clear purpose; contextual knowledge; and adaption to the profession, the organization and to individual needs. In addition to their findings, the authors discuss relationships in mentoring programs, what can be understood by “reading between the lines” and the ongoing digitalization of mentorship programs.Originality/valueMentorship has proven itself to be a superior way to learn on the job. This paper provides practical information about establishing mentorship programs in the manufacturing industry, with a particular focus on the moulding industry.

scholarly journals E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

2020 ◽  
Vol 12 (11) ◽  
pp. 4344
Author(s):  
Harold Tinoco-Giraldo ◽  
Eva María Torrecilla Sánchez ◽  
Francisco José García-Peñalvo
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Literature Review ◽  
Mentoring Programs ◽  
Future Research ◽  
Timely Manner ◽  
Virtual Mentoring ◽  
Computer Mediated ◽  
The Subject ◽  
Academic Topic

Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success.

scholarly journals Improving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning

2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Camey L. Andersen ◽  
Richard E. West
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Role Models ◽  
Keyword Search ◽  
Mentoring Programs ◽  
Online Mentoring ◽  
Mentor Training ◽  
Mentoring Practices ◽  
Higher Education Leaders ◽  
Education Academic

This article is a literature review of mentoring and higher education academic literature from 2008-2018. The review analyzed what makes an effective mentor and what are the implications of practice for those strategies. This article is for higher education leaders, mentoring programs, and mentors who want to improve their traditional and online mentoring programs and mentoring practices. After narrowing the search terms, the researcher searched EBSCO and ERIC databases and this search produced a combined total of 256 results. These articles were further narrowed to 34 articles that met the keyword search and exclusion criteria. The remaining articles are the focus of the literature review analysis for mentoring and higher education literature.             The review produced three major themes of impact of mentoring, role of mentor, and mentoring programs, as well as implications for practice for each theme. The researcher further examined the themes in detail and provided information about retention, persistence, long-term benefits of mentoring, student interaction, student support, role models, types of mentoring programs, platforms for mentoring, and mentor training. The review concludes with suggestions for further research, including recommendations for mentor training and online mentoring.

Finding Freedom in Dialectic Inquiry: New Teachers’ Responses to Silencing

2009 ◽  
Vol 111 (4) ◽  
pp. 1030-1064
Author(s):  
Deborah Bieler ◽  
Anne Burns Thomas
Keyword(s):  
Public Schools ◽  
Teacher Retention ◽  
Teacher Development ◽  
New Teachers ◽  
New Teacher ◽  
Theory And Practice ◽  
Development Programs ◽  
Close Analysis ◽  
Inquiry Stance ◽  
Reflective Practitioners

Background The need to support new teachers in urban public schools is well established, given current shortages and research that highlights serious issues with teacher retention. Debate continues about approaches to support for new teachers, including questions about the importance of developing an inquiry stance toward teaching. As more teacher preparation and professional development programs adopt inquiry-based methods, the theory and practice of these approaches deserve close analysis. Examining the ways in which inquiry-based programs strengthen or constrain new teacher agency is an important step in understanding the relationship between teacher retention and the deprofessionalization of teaching. Focus of Study This article describes two groups of new teachers who experienced the inquiry-based programs of support in which they participated as silencing and uncritical. The authors argue that even in the best-intentioned programs, inquiry can become a fixed method in which the new teachers’ voice and agency are lost. In each study, the new teachers worked to reclaim voice and agency through dialectic inquiry, which the authors characterize as local, self-reflexive, and able to embrace the tensions that mark many teaching situations. Research Design This article draws on two year-long practitioner research studies conducted with new teachers who were participating in structures intended to support their development as critical, reflective practitioners. Recommendations Given the nature of teaching as a profession, the authors argue that dialectic inquiry can help new teachers develop important attributes of agency and critique. The authors advocate for inquiry-based teacher development programs that remain flexible and reflective and are able to support new teachers in a profession that can be silencing.

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