Publication Date


Document Type


First Advisor

Lieberman, Joyce M.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Teaching and Learning


Mentoring in education--United States; Teachers--Supply and demand--United States


The current problem facing the United States is that over 40% of new teachers leave the teaching profession within the first five years. Teacher shortages are a well-researched problem, and poor teacher retention is a major contributor to this problem. While many factors have been found linked to teacher retention, one factor receiving much attention is induction and mentoring. This study was conducted to summarize and combine the findings using meta-analytical techniques in order to determine the strength of the impact of induction and mentoring programs impact on teacher retention. Nine primary studies met the criteria outlined for this analysis. Included in these nine studies were 10 additional substudies. States represented in this analysis included California, Texas, Montana, North Dakota, Illinois, Georgia, and Maryland. Statistics were reported as proportions and then converted to effect sizes. This meta-analysis focused on the following research questions. Are the following factors related to teacher retention in the first five years: (a) presence or absence of induction and mentoring programs, (b) quality of induction and mentoring programs, and (c) location of induction and mentoring programs? Findings support the need for providing induction and mentoring programs to beginning teachers. The presence of induction and mentoring program had a statistical significance on teacher retention. In addition, it was found that the quality of the program had a significant impact on retention rates as well as the location of the program. States that had state and local funding divulged higher retention rates, as did programs utilizing university partnerships. Rural areas showed lower retention rates than urban areas. Results provide information to educators that can be used to develop policies and practices for retaining highly qualified teachers.


Includes bibliographical references (pages [186]-203).


xv, 208 pages




Northern Illinois University

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