A Worthwhile Endeavor? A meta-analysis of research on formalized novice teacher induction programs

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: θˆi = 0.166, p = .036; Correlational studies: θˆc = 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.