Date of Award
2015
Document Type
Research Project
Degree Name
Master of Education (MEd)
Department
Educational Leadership
Abstract
With 46% of new teachers leaving the profession within the first five years, many states have mandated induction programs. This study sought to understand what beginning teachers in rural Maine perceive as the greatest factors impacting their persistence in education, and the perceived impact of induction and mentoring on their persistence. A mixed-methods approach yielded findings that indicated the greatest perceived factors are: working with students, collaborating with peers, and administrative support. Induction and mentoring perceptions were both positive and negative. Recommendations are directed at school leaders who must support teachers by providing time for collaboration and networking, and implementing purposeful induction and mentoring activities.(1 As cited in Andrews, Gilbert & Martin, 2012)
Recommended Citation
Catenese, Laurie and Harper, Lee, "Why Beginning Teachers Persist in the Profession and the Impact of Induction and Mentoring" (2015). M.S.Ed. in Educational Leadership Research Projects. 49.
https://scholarworks.umf.maine.edu/ed_leadership_projects/49
Comments
RSU/MSAD 17 and RSU/MSAD 59