Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The monograph reports, citing a review by Kling and Brookhart (1991), that mentoring has a strong influence on new teachers' decision to stay in or leave the profession. → Gall 1994

Evidence¶

Gall 1994¶

Gall, Meredith D.; Vojtek, Roseanne O'Brien. (1994). Planning for Effective Staff Development: Six Research-Based Models. ERIC Clearinghouse on Educational Management. https://eric.ed.gov/?id=ED372464

q2 · i? · review · r2

The monograph describes mentoring as a variant of clinical supervision involving a tutorial relationship between a skilled experienced teacher and a novice. It reports: "mentoring has a strong influence on new teachers' decision to stay in or leave the profession." No effect size is printed.

"Research studies (reviewed by Kling and Brookhart 1991) have found that mentoring has a strong influence on new teachers' decision to stay in or leave the profession."

Studies bearing on this claim¶

Does mentoring and induction support for new teachers keep them in teaching? This table gathers the studies behind this claim and the 10 narrower claims that bear on it: 10 distinct studies (4 review, 3 causal, 2 associational, 1 design), q1–q3, 0 of 10 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Study	Design	Effect as recorded	Bears on this claim through
Gall 1994	q2 · review · r2	i?	this claim
Darling-Hammond 2023	q2 · review · r2	i?	New teachers who receive little mentoring are twice as likely to leave the classroom as we (supports)
Equitable & Inclusive Hiring Practices: A Reference Guide of Strategies to Grow & Diversify the Educator Workforce 2023	q1 · design · r1	i?	High-quality induction and mentoring programs are reported to reduce new-teacher attrition (supports)
Podolsky 2016	q2 · review · r2	i?	Comprehensive induction supports keep new teachers in teaching at more than twice the rate (supports)
Cook-Harvey 2016	q2 · review · r1	i?	Well-prepared and well-mentored teachers stay in teaching at more than twice the rate of u (supports)
Lura Forcum and William Harms 2005	q2 · associational · r?	i?	Strong mentoring is linked to novice elementary teachers being 25 percentage points more l (supports); Combining intensive mentoring with other supports is associated with the largest retention (supports)
Steven Glazerman 2008	q3 · causal · r?	i?	Comprehensive teacher induction did not increase teacher retention during the first year o (counts against)
Steven Glazerman 2009	q2 / q3 · causal · r?	i?	Comprehensive teacher induction did not increase teacher retention during the first year o (counts against); TAP teachers were five percentage points more likely to return to their schools than non-T (qualifies)
Eric Isenberg 2009	q3 · causal · r?	i?	Comprehensive teacher induction did not measurably increase the percentage of teachers rem (counts against)
Brodersen 2025	q2 · associational · r2	i?	No statistically significant mentoring–retention relationships emerged in districts with a (qualifies)

Discussion¶

Research on clinical supervision's effectiveness is inconclusive, partly because practice is diluted and tied to evaluation — related
Working conditions shape educator retention and also influence recruitment decisions and the effectiveness of collaborative evaluation and induction — related
Piecemeal educator policymaking overburdens educators and can drive talented educators out of the profession — related
Contextual factors including time for reflection, evaluatory atmosphere, and peer and mentor dialogue influence preservice teachers' demonstration of reflective judgment — related
On average, more effective early-career teachers remain in the teaching profession and stay in their initial schools — related
New teachers who receive little mentoring are twice as likely to leave the classroom as well-mentored beginners — a narrower finding that bears on this claim
Working conditions, especially accountability pressures and administrative support, shape teachers' decisions to leave or stay — related
Classroom behavior problems are linked to worse novice-teacher outcomes, while a welcoming staff and strong school leadership are linked to more positive outcomes — related
The article documents the typical induction support provided to first-year elementary school teachers in urban districts around the country. — related
Strong mentoring is linked to novice elementary teachers being 25 percentage points more likely to plan to remain in the same school, with a similar but non-significant pattern for high school teachers — related
Highlighted institutions attribute Pell success to deliberate support strategies, with peer mentoring and fixed tuition associated with gains — related
Teachers cite principal support as one of the most important factors in their decision to stay in a school or the profession — related
High-quality induction and mentoring programs are reported to reduce new-teacher attrition, and early-career teachers without coaching are reported twice as likely to leave — related
Comprehensive induction supports keep new teachers in teaching at more than twice the rate of unsupported novices — related
Comprehensive teacher induction did not measurably increase the percentage of teachers remaining in their district or in the profession compared to business-as-usual induction — related
Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year — related
Teacher salaries influence entry, supply, and retention in teaching — related
Combining intensive mentoring with other supports is associated with the largest retention-plan gaps: 48 percentage points for elementary and 55 for high school novices — related
No statistically significant mentoring–retention relationships emerged in districts with any characteristics examined, and subgroup differences exceeding 10 percentage points showed no clear pattern — a narrower finding that bears on this claim
Comprehensive teacher induction did not increase teacher retention during the first year of teaching — reports the opposite

Page metadata

Field	Value
`type`	`claim`
`id`	`mentoring-influences-new-teacher-retention`
`title`	`Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution)`
`description`	`Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution)`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`1994`
`generated`	by `process:wiki-ingest` on `2026-09-27`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `gall-1994`

Frontmatter is the page's machine-readable record — see the Schema & Guide.