The Fatal Attraction of Mentoring: Mentoring for Retention of Beginning Teachers

By Janette Long.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The literature regarding mentoring abounds with a plethora of statements and research findings that sing the praises of mentoring for the professional learning of novices and people wishing to advance within the organization. Within the teaching profession of Australia, mentoring has also been perceived as a strategy to assist the induction of beginning teachers into the culture of the school and teaching and learning processes of the classroom. However, mentoring has been unable to stem the flow of attrition and beginning teachers continue to leave profession even after mandated programs of mentoring have been implemented. This paper explores the reasons why mentoring is not achieving its desired outcomes in retaining many beginning teachers. It offers suggestions for new ways of mentoring, embedded within a whole school approach, that encourages teachers to become communities of learners.

Keywords: Mentoring, Beginning Teachers, Retention, Professional Learning

International Journal of Interdisciplinary Social Sciences, Volume 5, Issue 2, pp.265-274. Article: Print (Spiral Bound). Article: Electronic (PDF File; 611.734KB).

Dr. Janette Long

Associate Professor in Education, Faculty of Education, Australian Catholic University, Strathfield/ Sydney, NSW, Australia

Dr. Janette Long is an Associate Professor in Education at the Australian Catholic University, Sydney and contributes to both primary and secondary teacher education courses at undergraduate and postgraduate levels. Her research interests include professional development and learning, supervision, the practicum, mentoring, teachers’ professional knowledge, diversity in the classroom, curriculum, assessment and evaluation issues.


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