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Journal of Educational Change

, Volume 11, Issue 1, pp 23–44 | Cite as

New teachers’ experiences of mentoring: The good, the bad, and the inequity

  • Susan M. Kardos
  • Susan Moore Johnson
Article
First Online:

Abstract

Using a sample of 374 randomly selected first- and second-year teachers in three states, this study examines new teachers’ experiences of official mentoring during their first year. Descriptive analyses reveal that experienced mentors are generally present in the work lives of new teachers. However, new teachers often have inappropriate mentor-matches, and low percentages of new teachers are observed by or have conversations with their mentor about the core activities of teaching. Low proportions of new teachers in low-income schools and those in math, science, and technology have ideal matches and supports. The findings have implications for policymakers who look to mentoring as a strategy to improve public schools and retain new teachers.

Keywords

Beginning teachers Equity Induction Mentoring Retention School improvement Turnover 
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Notes

Acknowledgments

Research for this paper was conducted under the auspices of the Project on the Next Generation of Teachers at the Harvard Graduate School of Education. Funding was provided by the Spencer Foundation; however, the analysis and conclusions presented here are solely those of the authors.

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Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  1. 1.TenaflyUSA
  2. 2.Harvard Graduate School of EducationCambridgeUSA

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