How Educational Leaders Can Initiate Mentoring Relationships to Support Their Newest Faculty Members

Abstract

The number of teachers who enter and exit the field of education within their first five years in the profession is said to be near 40-50 percent (Ingersoll, 2012). First-year public school teacher attrition rates have increased from 21.4% in 1988 to 28.5% in 2004 (Ingersoll & Merrill, 2010). At a time when the number of new teachers exiting the profession within the first five years is 40-50 percent (Ingersoll, 2012), something must be done to support new teachers so they can remain and become successful in their field. Research suggests that students who receive instruction from high quality teachers are more likely to show academic gains. How can students get what they need if teacher turnover is so alarmingly high?

Teachers need ongoing and job-embedded support to remain in this challenging profession. By combining the two powerful approaches of mentoring and coaching, educational leaders can foster reciprocal relationships between novice and seasoned teachers while increasing the likelihood that the rates of teacher retention could improve dramatically. Schools with mentoring programs in place reported greater new teacher retention rates as compared to those schools without mentoring programs in place (Di Carlo, 2015).