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TLC 803 GCU Mentoring Impact on Teacher Retention Discussion

TLC 803 GCU Mentoring Impact on Teacher Retention Discussion


reply to peer post below.   
must use at least two peer reviewed references no older than five years old. 

Dr. Cranmore and class, 

Peer collaboration, coaching, and mentoring have a significant impact on teacher retention. These practices provide support, professional development, and a sense of belonging within the teaching community, which ultimately contribute to job satisfaction and the decision to stay in the profession. Numerous studies and research articles have explored the relationship between these factors and teacher retention, providing evidence for their positive influence. Peer collaboration refers to teachers working together to share ideas, resources, and strategies, as well as to solve problems collectively. This practice fosters a sense of camaraderie and support among teachers, which can lead to increased job satisfaction and ultimately influence their decision to remain in the profession. A study conducted by Ingersoll and Strong (2011) found that teachers who reported higher levels of collaboration were more likely to stay in teaching.

Collaboration among peers allows teachers to learn from one another’s experiences and expertise. It provides opportunities for professional growth and development, which are crucial for job satisfaction. Johnson (2009) demonstrated that collaborative professional development activities positively influenced teacher retention rates. Teachers who engaged in collaborative learning reported feeling more supported and valued within their school community. Coaching is another effective method for supporting teachers and promoting teacher retention. Coaching involves a more experienced teacher or instructional coach providing guidance, feedback, and support to less experienced teachers. This personalized approach helps teachers improve their instructional practices, build confidence, and develop professionally. Research has shown that coaching can positively impact teacher retention rates. A study by Kretlow et al. (2011) found that teachers who received coaching reported higher levels of job satisfaction and were more likely to remain in the profession compared to those who did not receive coaching. The individualized support provided through coaching helps teachers navigate challenges, improve their teaching skills, and feel supported in their professional growth.

Mentoring is another valuable practice that contributes to teacher retention. Mentoring involves pairing a new or less experienced teacher with a more experienced mentor who provides guidance, support, and advice. Mentors serve as role models and provide a safe space for new teachers to ask questions, seek advice, and receive feedback. Research has consistently shown that mentoring programs positively impact teacher retention rates. A study by Ingersoll and Strong (2011) found that teachers who participated in mentoring programs were more likely to stay in teaching. Mentoring provides new teachers with the support and guidance they need to navigate the challenges of their early years in the profession. It helps them develop their teaching skills, build confidence, and feel supported within their school community.


Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.

Johnson, S. M. (2009). Teacher collaboration for professional learning: A case study of three schools. Journal of Teacher Education, 60(1), 70–85.

Kretlow, A. G., & Bartholomew, C. C. (2011). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(2), 104–123

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