THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS

Abstract

Research indicates a need, across the nation, for school districts to employ and retain high-quality teachers who effectively teach students. Currently, studies show the teacher turnover rate is on the rise, and more teachers tend to leave the profession early during their tenure than most other professions. In the next decade, experts project a great teacher shortage, which could pose a negative impact on the educational system. The purpose of this study was to examine current approaches used by states in efforts to counteract teacher shortages through programs such as mentoring assignments and induction program participation. Additionally, the rate at which new teachers participated in new teacher programs was analyzed. The study assessed the relationships between job satisfaction and participation in induction programs, as well as mentorship assignments. It was anticipated that examination of the above factors would provide states and school districts across the country with insightful information that could help counteract high teacher turnover rates and possible teacher shortages in the future. This study utilized data from the 2003-2004 Schools and Staffing Survey (SASS) of the National Center for Education Statistics. In this current study, 5,802 teachers in their first, second, or third year of teaching were identified and several variables were analyzed to explore their job satisfaction in relation to assignment of mentor teacher and induction program participation. Results revealed a relationship between job satisfaction of new teachers and assignment of mentor teacher and induction program participation.