The Impact of Mentoring on Teacher Retention: What the Research Says

By R. Ingersoll, Jeffrey M. Kralik. 2004

465 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2fd01a07df0715f13a36711841a169c6bde7dbe0

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Citations in the corpus

The Impact of Induction and Mentoring Programs for Beginning Teachers (2011, methodology): “In 2004, we released an online review of empirical research on mentoring, in particular, and its effects on one outcome—teacher retention (Ingersoll & Kralik, 2004).”
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers (2012, result): “This study supports previous literature on the beginning years of teaching, a period which researchers have referred to as “sink or swim” or “trial by fire” (Gold, 1996; Ingersoll & Kralik, 2004; Lortie, 1975).”
Toward a More Nuanced Understanding of New Teacher Attrition (2011, background): “While there is some evidence that such programs can have a positive impact (Ingersoll & Kralik, 2004; Rockoff, 2008; Smith & Ingersoll, 2004), it is unclear whether mentoring and induction programs by themselves are sufficient to help new teachers cope with some of these other resource and…”
Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience (2014, background): “A number of studies (e.g. Ingersoll & Kralik, 2004; Smith & Ingersoll, 2004; Zepeda & Ponticell, 1997) have found that a consideration of broader organisational structures within the contexts of the beginning teachers, particularly, social interactions with staff and power relationships within were…”
Metasynthesis of In-Service Professional Development Research: Features Associated with Positive Educator and Student Outcomes. (2015, background): “Ten investigators explicitly stated that ongoing follow-up supports were a factor that reinforced in-service training, whereas three investigators made statements, or it could be surmised, that follow-up supports contributed to positive outcomes (Cavanaugh, 2013; Ingersoll and Kralik, 2004; Saylor a”
The Support Gap: New Teachers' Early Experiences in High-Income and Low-Income Schools. (2004, background): “Research shows that new teachers who are mentored early in their careers are more effective teachers (Darling-Hammond, 1999; Feiman-Nemser, 1983; Gless & Moir, ; Humphrey et al., 2000) and are likely to remain in their schools or in teaching longer (Humphrey et al., 2000; R. Ingersoll & Kralik, 200”
Change‐of‐career secondary teachers: motivations, expectations and intentions (2008, result): “Anthony, Bell, Haigh, & Kane, 2007 ; Cameron, Baker, & Lovett, 2006 ) and elsewhere (Ingersoll & Kralik, 2004 ) that beginning teachers' experiences in their induction phase are critical indicators of retention.”
Teacher Mobility: Looking More Closely at "The Movers" Within a State System (2006, background): “…found that the participation in a combination of mentoring and group induction programs may reduce beginning teacher turnover (Smith & Ingersoll, 2004), although the qualitative distinctions among these programs and their relative cost-effectiveness are not always clear (Ingersoll & Kralik, 2004).”
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover? (2004, background): “In a comprehensive review of the empirical literature on the effects of mentoring programs (Ingersoll & Kralik, 2004), we found many such studies already exist.”
Eight Questions on Teacher Recruitment and Retention: What Does the Research Say?. (2005, background): “That review, The Impact of Mentoring on Teacher Retention: What the Research Says, is found online on ECS’ Web site at http://www.ecs.org/clearinghouse/50/36/5036.doc.”
Formal and Informal Mentoring (2014, unknown): “…features of mentoring thought to improve teacher confidence, knowledge, and instruction; raise student achievement; and increase retention (e.g., Ingersoll & Kralik, 2004; S. M. Johnson & Birkeland, 2003; Kapadia & Coca, 2007; Stanulis & Floden, 2009; Stanulis, Little, & Wibbens, 2012; Villar &…”