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ERIC Number: EJ861783
Record Type: Journal
Publication Date: 2009-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1361-1267
Keeping Our Teachers! Investigating Mentoring Practices to Support and Retain Novice Educators
Parker, Michele A.; Ndoye, Abdou; Imig, Scott R.
Mentoring & Tutoring: Partnership in Learning, v17 n4 p329-341 Nov 2009
For this study the researchers used data from the 2006 North Carolina Teacher Working Conditions survey to investigate the possible relationship between mentoring and intentionality with respect to beginning teachers' intentions to remain in the profession. The sample consists of 8838 teachers who were mentored during their first two years of teaching. To determine whether the quality of mentoring is related to teachers' intentions to stay or leave the profession, mentor matching, degree of support, and frequency of interactions were variables examined. Beginning teachers who were matched by grade level, who received assistance with the supports investigated, and who met with mentors at least once monthly for the specified activities were more likely to commit to remaining in the profession than their peers who had received less support. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina