A Worthwhile Endeavor? A meta-analysis of research on formalized novice teacher induction programs. (February 2023)

• Record Type: Journal Article
• Authors: Keese, Jeffrey; Thompson, Christopher G.; Waxman, Hersh C.; McIntush, Karen; Svajda-Hardy, Megan
• Is Part Of: Educational research review. Volume 38(2023)
• Publication Date: 2023-02
• Subjects: meta-analysis -- Teacher induction -- Teacher mentoring; Education -- Research -- Periodicals; 370.7205
• DOI: 10.1016/j.edurev.2022.100505
• Languages: English
• ISSNs: 1747-938X

Abstract

Abstract: This meta-analysis evaluates research literature published from 2010 to 2019 on the topics of novice teacher induction and mentoring programs. Findings included that, overall, induction and mentoring programs had statistically significant effects on teacher and student outcomes such as retention, efficacy, and achievement (Intervention studies: θ ˆ i = 0.166, p = .036; Correlational studies: θ ˆ c = 0.273, p < .001). Additional analyses revealed that the "comprehensiveness" of these induction programs did not significantly predict higher effects. Last, effects seen in the important Glazerman et al. (2010) study were found to be significantly lower than those observed in other similar studies. Highlights: Meta-analysis of research on novice teacher induction and mentoring programs (2010–2019). Finds significant impacts on teacher and student outcomes such as retention, efficacy, achievement, etc. 'Comprehensiveness' of induction was not a significant predictor of size of effect. Impacts in Glazerman et al. (2010) were significantly lower than those in other intervention studies.