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The Effects of Mentoring and Induction Programs and Personal Resiliency on the Retention of Early Career Teachers

Leugers, Lucinda Lett
http://orcid.org/0000-0001-6739-8330
http://rave.ohiolink.edu/etdc/view?acc_num=antioch154091272482252

Abstract Details

2018, Ph.D., Antioch University, Leadership and Change.
The purpose of this research study was to examine the effects of K–12 early career teacher participation in a mentoring or induction program as well as personal resiliency on intention to teach next year and still be teaching in five years. Teacher retention has been an issue for over 50 years and is one of the least understood issues in the education profession. High teacher turnover rates are costly to districts and impact student learning. Teacher resilience is an emerging field and researchers are beginning to study teacher resilience to understand what enables some teachers to carry on in the face of instructional and behavioral challenges and why others succumb to the effects of stress, attrition and burnout and leave the profession. Wagnild’s (2009) RS14™ resilience scale was used to determine the resiliency levels for early career teachers measuring skills in self-reliance, purpose, equanimity, perseverance, and authenticity. The general purpose for mentoring and induction programs for early career teachers is to improve the overall quality of their instructional and assessment skills in order to impact student learning. This study looked at the influence of personal resiliency and experience in mentoring or induction programs on intention to remain in the K–12 teaching profession. Multiple regression results showed a significant relationship between resiliency, a positive assessment of mentoring program experience, and intention to continue teaching next year and in five years; family situations and personal health also influenced intention to teach in the next year. Results also show a high percentage of these early career teacher respondents did participate in a mentoring or induction program and that those participating in a two year or multi-year program were more likely to have a positive assessment of their experience than those in a one year or less program.
Carol Baron, Dr. (Committee Chair)
Jon Wergin, Dr. (Committee Member)
Pamela Greene, Dr. (Committee Member)
188 p.
Teacher Education; Teaching
early career teachers; mentoring; induction programs; resilience; resilience scale; teacher retention

Recommended Citations

Citations

  • Leugers, L. L. (2018). The Effects of Mentoring and Induction Programs and Personal Resiliency on the Retention of Early Career Teachers [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch154091272482252

    APA Style (7th edition)

  • Leugers, Lucinda. The Effects of Mentoring and Induction Programs and Personal Resiliency on the Retention of Early Career Teachers . 2018. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch154091272482252.

    MLA Style (8th edition)

  • Leugers, Lucinda. "The Effects of Mentoring and Induction Programs and Personal Resiliency on the Retention of Early Career Teachers ." Doctoral dissertation, Antioch University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch154091272482252

    Chicago Manual of Style (17th edition)

antioch154091272482252
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This open access ETD is published by Antioch University and OhioLINK.