How Induction Programs Affect the Decision of Alternate Route Urban Teachers to Remain Teaching

LoCascio, Steven; Smeaton, Patricia S.; Waters, Faith H.

doi:10.1177/0013124513514772

Cited by 16 publications

(9 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, there are skeptics who believe that mentoring programs do not correlate with the satisfaction of teachers' work (Glazarman, Isenberg, Dolfin, Bleeker, Johnson, Grider & Jacobus, 2010). The same conclusion is reached by LoCascio, Smeaton and Waters (2016) in their subsequent research.…”

Section: Mentoringsupporting

confidence: 78%

Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership

2020

REAL

View full text Add to dashboard Cite

show abstract

Section: Mentoringsupporting

confidence: 78%

Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership

2020

REAL

View full text Add to dashboard Cite

show abstract

“…In this same group, factors such as the long working hours involved in the teaching profession [ 51 , 115 , 183 , 241 ] and having temporary contracts [ 73 ] stood out. Moreover, a lack of job placement or induction programs [ 30 , 194 , 235 ] and the type of schools with public administration, characterized by their systems and specific salary policies [ 124 , 134 , 137 ], were associated with greater teacher mobility.…”

Section: Resultsmentioning

confidence: 99%

Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review

Palma-Vásquez

Carrasco

Ladino

2022

IJERPH

View full text Add to dashboard Cite

Teacher mobility represents a serious problem due to the instability of the teaching force that has persisted over time in many countries. Therefore, retaining qualified teachers represents a challenge given the difficulty of having the necessary workforce to face the educational challenges of each year. Our objective was trying to identify how mobility is understood and measured, that is, teacher turnover and attrition, and to identify the results of the related factors according to the different perspectives. The PRISMA-Scr protocol was used, which establishes the information that should be included in a systematic review. The following key phrases were used: “teacher rotation” or “teacher mobility” or “teacher desertion” or teacher leavers or teacher stayers. The databases used were Web of Science, Scielo Citation Index and Google Scholar, which yielded an initial total of 760 documents published between 2008 and 2018, that after identification, screening, eligibility, and inclusion processes, were reduced to 213. The selection of articles was carried out independently by two researchers using a structured and recursive hierarchical strategy. The existence of multiple ways of defining and measuring teacher mobility was identified and a definition based on two perspectives was proposed that summarizes the conceptual and operational findings, which are indirect and direct mobility. The first refers to the intention to leave and the second to leave. We have identified more evidence related to direct studies of a quantitative approach and focused on teachers with medium or short experience. The factors associated with mobility were identified based on the approaches used and a key element was identified when distinguishing teacher mobility, which is voluntary and involuntary mobility. We identified multiple factors associated with teacher mobility, among which the precarious working environment, poor organizational conditions such as lack of leadership and support among colleagues, excessive workload and low self-efficacy stand out. The limitations of this study are discussed. The findings of this study are highly relevant since they allow proposing medium or short-term policies, such as improving the organizational conditions of the school to promote the retention of the teaching workforce.

show abstract

“…Several researchers concluded that TIP has little or no impact on positive student outcomes or teacher retention based on their observations in one-or two-year TIPs (e.g., LoCascio et al, 2016). Moreover, a recent study focused on limited themes and content, highlighting a growing need for further investigation into the content and impact of TIPs (Gibbons and Cobb, 2017;Kraft et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Associations between the helpfulness of teacher induction programs, teacher self-efficacy, and anticipated first-year teacher retention

Han

2023

Front. Psychol.

View full text Add to dashboard Cite

First-year teachers need help because they are confronted with various challenges and are more likely to leave the profession within a few years. Studies have demonstrated the efficacy of evidence-based teacher induction programs (TIPs) in enhancing the performance of new teachers and promoting positive student outcomes. However, there has been opposition to this assertion, with some suggesting alternative explanations for the observed effects. This study applied Horn et al's high-quality TIP model as the theoretical framework and employed a non-experimental, correlational design to address the research questions by collecting data from 408 first-year primary school teachers in Shanghai. Correlations and multiple regressions were examined in the study. The results revealed the following: (1) the perceptions of the helpfulness of TIP were not found to correlate significantly with teacher self-efficacy; (2) there was a limited negative correlation (r = −0.142, p < 0.01) between self-efficacy and anticipated retention, suggesting that higher self-efficacy scores were associated with low anticipated retention, contrary to the study's hypothesis; (3) anticipated retention was found to be significantly affected by gender, major, and ratings of TIP. Anticipated retention was found to be significantly affected by gender, major, and ratings of TIP helpfulness. The results, implications, and recommendations are discussed further in the study.

show abstract

How Induction Programs Affect the Decision of Alternate Route Urban Teachers to Remain Teaching

Cited by 16 publications

References 13 publications

Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership

Investigating the Existence of Mentoring Support to School’s New-Entrant Substitute Teachers in the Greek Educational Context: The Role of School Leadership

Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review

Associations between the helpfulness of teacher induction programs, teacher self-efficacy, and anticipated first-year teacher retention

Contact Info

Product

Resources

About