Does New Teacher Induction Really Improve Retention?

Autor/inn/en	Ronfeldt, Matthew; McQueen, Kiel
Titel	Does New Teacher Induction Really Improve Retention?
Quelle	In: Journal of Teacher Education, 68 (2017) 4, S.394-410 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117702583
Schlagwörter	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; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulförderverein; Prädiktor; Didaktik; Trainingsmaßnahme
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01