AN EXAMINATION OF THE INFLUENCE OF A MENTORING PROGRAM ON TEACHER RETENTION IN A CHARTER MANAGEMENT ORGANIZATION IN TEXAS

Abstract

This study aligns with HBU Pillar Ten: Move to the Next Level as an Institution. Pillar Ten states, “Christ’s aim was not to produce a little sect, which would have been comparatively easy, but to change the entire human enterprise.” Elton Trueblood (1967). I pray that this study inspires the next educational transformation that strongly impacts education in the areas of teacher mentoring and induction. May it be a positive reflection and legacy that helps elevate HBU to the next level! New teachers often enter the profession with limited exposure to the classroom setting. However, they are expected to perform at the level of seasoned teachers by developing and delivering effective lesson plans and managing behavior and procedures to positively impact student achievement. Data suggest that approximately 40 to 50% of new teachers leave the profession within their first five years of teaching (Ingersoll, 2003). Induction and mentoring programs have been implemented in school districts nationally and internationally to help new teachers successfully navigate and ease the transition into the profession. Such programs are also implemented with the expectation of increasing new teacher retention. The purpose of this study was to examine the impact that a system-wide mentoring program has made on the training and retention of new teachers in a charter management organization with multiple campuses located throughout the state of Texas.