What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover

By Thomas M. Smith, R. Ingersoll. 2004

1,077 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8eb9f4b6137f549ac01888febf481f977fc840fc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Early Career Outcomes for the “Best and the Brightest” (2015, background): “Prior research on induction programs also presents mixed findings; Smith and Ingersoll (2004) found that induction programs increase retention, while a recent randomized experiment found that induction programs did not have any effect on retention (Glazerman et al., 2010).”
Systematic Sorting (2013, background): “…minority students, higher income students, and schools that are safer and experience fewer disciplinary problems (Boyd et al. 2005b; Clotfelter et al. 2006; Hanushek et al. 2004; Horng 2009; Jackson 2009; Lankford et al. 2002; Scafidi, Sjoquist, and Stinebrickner 2008; Smith and Ingersoll 2004).”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “Mentor relationships could provide valuable support for early career teachers, especially if the mentor was positive, prosocial, professional (e.g. Olsen & Anderson, 2007) and from the same teaching area (Smith & Ingersoll, 2004).”
Teacher Turnover: Examining Exit Attrition, Teaching Area Transfer, and School Migration (2008, background): “…of these ambiguities, NCTAF’s (2003) conclusion that “almost half (of America’s teachers) may leave during the first five years” (p. 24) has been widely repeated, sometimes without citing a source (e.g., Center on Education Policy, 2006; Smith & Ingersoll, 2004; The Teaching Commission, 2006).”
Mentoring functions and turnover intention: the mediating role of perceived organizational support (2016, background): “Mentoring functions and turnover intentions Empirical studies have generally confirmed that mentoring is negatively related to the turnover intentions of protégés and mentors (Allen, Lentz, & Day, 2006; Ghosh & Reio, 2013; Joiner et al., 2004; Smith & Ingersoll, 2004; Viator & Scandura, 1991).”
The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme (2015, background): “Teacher recruitment and retention is increasingly seen as a crisis in different parts of the world (e.g. Smith and Ingersoll 2004; Brown and Wynn 2007).”
Music Teachers at Risk for Attrition and Migration (2008, background): “Among all teachers, mentoring has been found to positively affect teacher retention (Smith & Ingersoll, 2004).”
Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching (2017, background): “Thus, although previous literature has shown that teacher burnout predicts teacher turnover intention (Smith and Ingersoll, 2004; Spittle et al., 2015), this study found that it might in fact be surface acting that increased the level of teacher burnout (Chang, 2013), which in turn ultimately…”
Understanding the Realities of School Life: Recommendations for the Preparation of Physical Education Teachers (2013, background): “This is further complicated as many beginning teachers are required to take on the same responsibilities as their experienced colleagues without an identifiable transition period (Smith & Ingersoll, 2004).”
Who Will Stay and Who Will Leave? Predicting Secondary English Teacher Attrition Risk (2010, background): “Research (e.g., Hancock, 2008; Madsen & Hancock, 2002; Scherff & HahsVaughn, 2008; Smith & Ingersoll, 2004; Weiss, 1999) shows that administrative support is key to teacher retention; when that is missing, teachers are likely to leave.”
Does New Teacher Induction Really Improve Retention? (2017, methodology): “In one of the most prominent of these studies, Smith and Ingersoll (2004) used the 1999 SASS and 2000 TFS to investigate whether certain types of induction activities improved teacher attrition and migration rates.”
Formal and Informal Mentoring (2014, background): “Induction is the primary mechanism for new teacher support and learning, with formal mentoring, where a mentor is assigned by the school, district, or state, being by far the most common form of induction (Smith & Ingersoll, 2004).”