The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?
Abstract
In recent years there has been an increase in the number of programs offering support, guidance, and orientation for beginning teachers during the transition into their first teaching job. This study examines whether such programs—collectively known as induction—have a positive effect on the retention of beginning teachers. The data used in the analysis are from the nationally representative 1999–2000 Schools and Staffing Survey. The results indicate that beginning teachers who were provided with mentors from the same subject field and who participated in collective induction activities, such as planning and collaboration with other teachers, were less likely to move to other schools and less likely to leave the teaching occupation after their first year of teaching.
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Citations
Cites
Teacher Turnover and Teacher Shortages: An Organizational Analysis
Ingersoll, R. M. (2001) · American Educational Research Journal · doi:10.3102/00028312038003499 · Cited by 2,989 · cited 4×
“In previous analyses using the 1990–1991 SASS we examined the distribution of effective assistance for new teachers and the effects of the distribution on overall teacher turnover (Ingersoll, 2000, 2001).”
BackgroundMethodResultInfluentialSelf-citationThe One Best System: A History of American Urban Education
TYACK, D. B. (1974) · doi:10.2307/j.ctv136c61j · Cited by 1,070
Catholic Schools and the Common Good
BRYK, A. S., Lee, V. E., & Holland, P. B. (1993) · doi:10.4159/9780674029033 · Cited by 973
Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions
Johnson, S. M., & Birkeland, S. E. (2003) · American Educational Research Journal · doi:10.3102/00028312040003581 · Cited by 932
Organizational Control in the High School Workplace: A Theoretical Argument
Bidwell, C. E., & Quiroz, P. A. (1991) · Journal of Research on Adolescence · doi:10.1207/s15327795jra0103_2 · Cited by 34
Cited by
Ingersoll, R. M., & Strong, M. (2011) · Review of Educational Research · doi:10.3102/0034654311403323 · Cited by 1,506
Self-citationAn appraisal perspective of teacher burnout: Examining the emotional work of teachers
Chang, M.-L. (2009) · Educational Psychology Review · doi:10.1007/s10648-009-9106-y · Cited by 1,349
Mentoring beginning teachers: What we know and what we don’t
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.09.001 · Cited by 1,146
Thriving not just surviving: A review of research on teacher resilience
Beltman, S., Mansfield, C., & Price, A. (2011) · Educational Research Review · doi:10.1016/j.edurev.2011.09.001 · Cited by 913
Classroom management self-efficacy and burnout: A multivariate meta-analysis
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014) · Educational Psychology Review · doi:10.1007/s10648-013-9244-0 · Cited by 560
Metadata
- Authors
- Smith, T. M., & Ingersoll, R. M.
- Venue
- American Educational Research Journal
- Published
- 2004-01
- Volume
- 41
- Issue
- 3
- Pages
- 681-714
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2102774906
- Cited by
- 1,632
- References
- 5
- FWCI
- 173.40
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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