The Role of Mentorship in Novice Teacher Retention

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Monica Kapoor

Independent Researcher

Punjab, India

Abstract

Teacher turnover continues to be an ongoing problem for education systems globally. This article investigates the effects of formal mentoring programs on the retention of early-career teachers. Emphasizing mixed-methods analysis, the research considers quantitative survey results and qualitative response from early-career teachers. Statistical comparison yields a strong positive relationship between intensive mentorship and teacher retention, and job satisfaction. Based on a comprehensive literature review, the discussion places the findings in the context of the larger body of educational research, emphasizing the need for systematic support and professional development programs. School leaders and policymakers are addressed regarding implications, in addition to suggested future research for maximizing mentorship designs and methods for new teachers.

Key Words

Novice teachers, mentorship, teacher retention, professional development, educational support, mixed-methods

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