Do Mentoring and Induction Programs Have Greater Benefits for Teachers Who Lack Preservice Training?

Abstract

The purpose of this paper is to examine the impact of mentoring and induction programs on teacher retention, as measured by teachers’ commitment to their profession. Using data from the 1999-2000 Schools and Staffi ng Survey, we perform logistic regression analyses to model the effect of induction and its dif ferent components on teacher commitment, and compare the marginal impact of induction programs on teachers with and without degrees in education. Our results show that teachers who have had mentors or gone through induction programs in their fi rst year of teaching are more likely to be committed to the teaching profession. Moreover, mentoring and induction programs have a greater marginal benefi t for teachers without education degrees than for those with education degrees. Based on our results, we recommend that districts (1) provide mentoring and induction programs for all teachers, and (2) allow school-level flexibility in tailoring induction and mentoring programs.