This article puts forth a multidimensional framework for empirically testing the effects of teacher mentoring, focusing on interactions between formal mentors and novice teachers and the setting in which these interactions occur. Analyzing survey and administrative data from Chicago Public Schools with a multilevel propensity-score weighting approach, our analyses identifies the combination of stronger leadership and high-quality mentoring that features at least biweekly mentor-mentee interactions, comprehensive content, and opportunities for engagement with teaching practice as the most effective for building teacher organizational commitment. The results also reveal that stronger principal leadership may protect teachers from lack of access to any mentor or to high-quality mentoring while weaker leadership may diminish the potential benefits of high-quality mentoring.
Looking inside and outside of mentoring
Effects on new teachers’ organizational commitment
Hong, Y., & Matsko, K. K. (2019). Looking inside and outside of mentoring: Effects on new teachers’ organizational commitment. American Educational Research Journal, 56(6), 2368-2407. https://doi.org/10.3102/0002831219843657
To contact an RTI author, request a report, or for additional information about publications by our experts, send us your request.
Multifaceted risk for non-suicidal self-injury only versus suicide attempt in a population-based cohort of adults
Long-term effects of a diet supplement containing Cannabis sativa oil and Boswellia serrata in dogs with osteoarthritis following physiotherapy treatments
Epigenetic biomarkers for smoking cessation