Mediation Analysis of the Perceived Effects of Mentoring and Induction Programs by Beginning Teachers on Career Decisions
Document Type
Article
Publication Date
2025
Abstract
Mentoring has long been championed as an effective method to improve the early careers of beginning teachers and has been implemented in hopes of ameliorating the disproportionate attrition rates within the first five years for beginning teachers. This current study examined how important mentoring support is viewed by beginning teachers in influencing their decision to remain in education. Factor analysis was unitized to evaluate and validate using three constructs derived from the 2018 North Carolina Teachers Working Conditions Survey. The subsequent mediated analysis revealed that 1) beginning teachers viewed the support and engagement in mentoring related activities as important factors in their decision making, and 2) they viewed mentoring as influential in their commitment to stay in their current school. Implications for policy and leadership will be discussed. © 2025 Elsevier B.V., All rights reserved.
Recommended Citation
Kaniuka, Theodore Stefan; Mills, Bradley S.; Johnson, Ashley; and Haire, Emily, "Mediation Analysis of the Perceived Effects of Mentoring and Induction Programs by Beginning Teachers on Career Decisions" (2025). College of Education. 66.
https://digitalcommons.uncfsu.edu/college_education/66