The Impact of Induction and Mentoring Programs for Beginning Teachers

By R. Ingersoll, Michael Strong. 2011

1,612 citations recorded by the source corpus.

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Citations in the corpus

The Hidden Costs of Teacher Turnover (2020, background): “A third strategy would be to provide high quality mentoring and induction programs designed to support inexperienced teachers in their early years, and to keep those who have potential from leaving the school or the profession before they have a chance to master the art of teaching (Ingersoll and St”
Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction (2019, methodology): “In many studies, mentoring is considered as being just one part of a comprehensive induction program, a term used as a catchall for all “support, guidance and orientation programs” (Ingersoll & Strong, 2011, p. 201) that are provided to beginning teachers upon entering a school.”
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions (2013, background): “In a recent review of the induction literature, Ingersoll and Strong (2011) found generally favorable results, with several studies showing a positive association between induction support and teachers’ intentions or actual decisions to remain in the profession or current school but a few studies…”
Exploring commitment and turnover intentions among teachers : What we can learn from Hong Kong teachers (2015, background): “In this context, a collegial climate is of key importance (Buchanan et al., 2013; Ingersoll & Strong, 2011; Jones, Youngs, & Frank, 2013; Pogodzinski, Youngs, & Frank, 2013).”
Teacher peer support in social network sites (2016, methodology): “This is especially true for pre-service and early career teachers (Ingersoll & Strong, 2011; Long et al., 2012; McCormack et al., 2006), but continues to be important as teachers progress in the profession.”
Why are New Teachers Leaving the Profession? Results of a Canada-Wide Survey (2013, background): “Above all, the most often cited need by the respondents concerns an aspect of professional induction: mentoring, which appears to have a positive impact on professional insertion and the prevention of attrition[26].”
Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience (2014, background): “Formal organisational processes such as ongoing induction, mentoring and professional development are commonly recorded as resilience enhancing (Crosswell & Beutel, 2013; Ingersoll & Strong, 2011).”
Profiles of professional engagement and career development aspirations among USA preservice teachers (2014, background): “Ingersoll and colleagues in particular have established in the USA that areas of teacher shortage are primarily due to a ‘‘revolving door’’ through which large numbers of teachers depart teaching long before retirement (e.g., Ingersoll, 2001, 2012; Ingersoll & Strong, 2011).”
Surviving the transition shock in the first year of teaching through reflective practice (2016, background): “Thus it becomes clear that only the most determined can survive their first year and without more support, we will continue to lose our best and brightest teachers (Farrell, 2009; Ingersoll & Strong, 2011).”
Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers (2016, background): “This is in line with international findings of the effects of mentoring (Ingersoll & Strong, 2011).”
Metasynthesis of In-Service Professional Development Research: Features Associated with Positive Educator and Student Outcomes. (2015, background): “…supports and positive outcomes derive from the fact that the same or similar statements were made by many research synthesists (Capps et al., 2012; Ingersoll and Strong 2011; Kretlow and Bartholomew 2010; Zaslow et al., 2010), or it was possible to discern the conditions under which extended…”
Teacher Identity in the Early Career Phase: Trajectories that Explain and Influence Development. (2013, background): “Ingersoll and Strong (2011) cite a significant body of research literature which highlights the positive impact that induction and mentoring have on retention, and so a lack of access to such support has on-going implications.”