Do Teacher Induction and Mentoring Matter?

By R. Ingersoll, Thomas M. Smith. 2004

628 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/68cc5e32a99dfd14b0cb8a122930b3cb118f904c

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Citations in the corpus

Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, neutral): “Research focussing on the retention of novice teachers uses respondents with 3 to 5 years of teaching experience (e.g. Ingersoll and Smith 2004).”
Finding, Supporting, and Keeping: The Role of the Principal in Teacher Retention Issues (2009, background): “Ingersoll and Smith (2004 ) found that during the 1999–2000 school year, 29% of first-time teachers who entered the field either moved to a new school at the end of the year (15% migration rate) or left the teaching profession altogether (14% attrition rate).”
Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention (2012, background): “Mentoring is such an important part of induction programs that the terms are often used synonymously (Ingersoll & Smith, 2004 ).”
Does New Teacher Induction Really Improve Retention? (2017, methodology): “Prior analyses of the Schools and Staffing and Teacher Follow-Up Surveys (SASS/TFS) provide some of the strongest evidence for average effects nationally (Ingersoll & Smith, 2004a, 2004b; Kang & Berliner, 2012; Smith & Ingersoll, 2004).”
Self-efficacy and burnout in teachers of students with autism spectrum disorder (2017, background): “Research shows that 50% of teachers quit their profession before their sixth year of work, mainly because of a lack of professional satisfaction (Ingersoll & Smith, 2004).”
Whatever it takes: How beginning teachers learn to survive (2010, background): “…teachers, reportedly as high as 50% within the first five years in some jurisdictions in the United States (American Association of State Colleges and Universities, 2006; Ingersoll, 2001; Ingersoll & Smith, 2004; Morey & Murphy, 1990; The National Foundation for the Improvement of Education, 2002).”
Expanding computer science education in schools: understanding teacher experiences and challenges (2016, background): “These strategies – known as induction programs – help support teachers through mentoring and reduces teacher attrition rates during the fi rst few years (Fantilli & McDougall, 2009; Huling et al., 2012; Ingersoll & Smith, 2004; Martin, 2008).”
Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “There is also global recognition that the success of any educational reform strongly depends on the quality and performance of the teachers (Ingersoll and Smith 2004; Kennedy 2008; Tatto 2007).”
The High Cost of Leaving: An Analysis of the Cost of Teacher Turnover (2010, methodology): “Using such a tool allows for the comparison of alternatives, leading to more effective planning of how to invest funds in order to reduce attrition (Ingersoll and Smith 2004; Villar 2004).”
Quality Teacher Induction: “Fourth-Wave” (1997–2006) Induction Programs (2009, background): “In 2003, 80% of all the novice teachers in the U.S. reported that they were participants in some form of teacher induction (Ingersoll & Smith, 2004).”
Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, background): “There is worldwide recognition that the success of any educational reform is heavily dependent on the quality and performance of teachers (Grek, 2009 ; Ingersoll & Smith, 2004 ; Kennedy, 2008 ; Tatto, 2007 ).”