ERIC Number: EJ1151172
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Does New Teacher Induction Really Improve Retention?
Ronfeldt, Matthew; McQueen, Kiel
Journal of Teacher Education, v68 n4 p394-410 Sep-Oct 2017
Policymakers have increasingly worked to combat teacher turnover by implementing induction programs for early-career teachers. Yet the existing evidence for the effects of induction on turnover is mixed. Drawing on data from the three most recent administrations of the Schools and Staffing and Teacher Follow-Up Surveys, as well as the Beginning Teacher Longitudinal Study, this study investigates whether different kinds of induction supports predict teacher turnover among nationally representative samples of first-year teachers. We find that receiving induction supports in the first year predicts less teacher migration and attrition, suggesting that using induction to reduce new teacher turnover is a promising policy trend. We also find that levels of induction support are fairly constant for different kinds of teachers and teachers in different kinds of schools. The exceptions are that teachers who are Black and who work in schools with more students who speak English as a second language report higher levels of induction supports.
Descriptors: Beginning Teacher Induction, Teacher Persistence, Program Effectiveness, Faculty Mobility, Teacher Surveys, Longitudinal Studies, Public School Teachers, Teacher Characteristics, Institutional Characteristics, School Support, Predictor Variables, Training Methods, Elementary Secondary Education, National Surveys
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)
Grant or Contract Numbers: N/A