Nearly half of new teachers leave within five years, and the research on how to change that points to one lever again and again: structured induction. Ingersoll and Strong's critical review of the research (Review of Educational Research, 2011) examined 15 empirical studies of induction and mentoring programs since the mid-1980s.
What the Review Found
- Retention: most studies showed beginning teachers who participated in induction were more satisfied, more committed, and more likely to stay.
- Classroom practice: the majority of studies found mentored beginners performed better on classroom management, questioning, and keeping students on task.
- Student achievement: almost all studies showed higher test scores for students of teachers who received induction support.
The review's important nuance: mere "show them where the copier is" mentoring shows weak effects. What works is sustained, teaching-focused mentoring by trained veterans.
If You Are New (or Mentoring)
The ingredients that showed up in effective programs: a trained mentor with dedicated time, classroom observation and feedback (not just check-ins), a shared focus on instruction, and support that extends beyond year one. For school leaders, the message is blunt — an untrained mentor with no release time is a kindness, not a program. For new teachers, ask your mentor for the hard feedback; the studies show it is what moves practice.
