Examining the Mentoring Experiences of First-Year Teachers in Missouri. REL 2025-014
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| Title: | Examining the Mentoring Experiences of First-Year Teachers in Missouri. REL 2025-014 |
|---|---|
| Language: | English |
| Authors: | R. Marc Brodersen (ORCID |
| Source: | Regional Educational Laboratory Central. 2025. |
| Availability: | Regional Educational Laboratory Central. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/central/index.asp |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Contract Number: | 91990022C0015 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Mentors, Beginning Teachers, Teaching Experience, Incidence, Activities, Teacher Persistence, Experienced Teachers, Teacher Characteristics, Correlation, Meetings, Observation, Team Teaching, Teacher Role, Guidance, School Districts, Demography, Public Schools, Elementary Secondary Education, Institutional Characteristics, Student Characteristics, Academic Achievement |
| Geographic Terms: | Missouri |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| Abstract: | Mentoring of early-career teachers is a key strategy used by the Missouri Department of Elementary and Secondary Education (MO DESE) to improve teacher retention. To that end, MO DESE needs better information on the features of mentoring that early-career teachers receive and the features that may be related to teacher retention. At the request of MO DESE, the Regional Educational Laboratory Central conducted a study of the frequency, duration, activities, and topics addressed in the mentoring received by first-year teachers in Missouri who registered for state-delivered teacher induction workshops in the 2022/23 school year. The study also sought to identify which mentoring features were related to teachers' likelihood of returning to teach in the same school district for a second year, as measured by teacher employment records. Most first-year teachers (56 percent) met with their mentors briefly multiple times a month. However, teachers differed in the amount of time spent with mentors on specific mentoring activities. For example, some teachers (21 percent) reported never having been observed by their mentors, although others (25 percent) reported being observed for an hour or more a month. Likewise, the number of topics on which teachers reported having received a moderate amount or a lot of guidance during the mentoring varied, with about a third of teachers reporting receiving guidance on 0-3 topics and another third receiving guidance on all 10 topics MO DESE identifies as important. Among the 10 topics, first-year teachers in the study most frequently reported receiving guidance on noninstructional topics (sharing encouragement or moral support, handling administrative or logistical issues, and managing classroom routines and student behavior) rather than on topics related to delivering content to students or instructional planning. The mentoring teachers experienced did not vary significantly across districts with different characteristics. Additionally, none of the mentoring features examined had clear statistically significant relationships with teacher retention. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| IES Publication: | https://ies.ed.gov/use-work/resource-library/report/descriptive-study/examining-mentoring-experiences-first-year-teachers-missouri |
| Entry Date: | 2026 |
| Accession Number: | ED679053 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED679053 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED679053 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining the Mentoring Experiences of First-Year Teachers in Missouri. REL 2025-014 – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22R%2E+Marc+Brodersen%22">R. Marc Brodersen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8143-4761">0000-0002-8143-4761</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hanley+Chiang%22">Hanley Chiang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-7127-5484">0009-0006-7127-5484</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jane+Li%22">Jane Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3460-5177">0000-0002-3460-5177</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kathryn+Coleman%22">Kathryn Coleman</searchLink><br /><searchLink fieldCode="AR" term="%22Gary+Ritter%22">Gary Ritter</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-8575-5593">0009-0006-8575-5593</externalLink>)<br /><searchLink fieldCode="AR" term="%22Collin+Hitt%22">Collin Hitt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0788-4980">0000-0003-0788-4980</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Weston-Sementelli%22">Jennifer Weston-Sementelli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1348-1697">0000-0002-1348-1697</externalLink>)<br /><searchLink fieldCode="AR" term="%22Regional+Educational+Laboratory+Central+%28ED%2FIES%29%22">Regional Educational Laboratory Central (ED/IES)</searchLink><br /><searchLink fieldCode="AR" term="%22Mathematica%22">Mathematica</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Education+Evaluation+and+Regional+Assistance+%28NCEE%29+%28ED%2FIES%29%22">National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Regional+Educational+Laboratory+Central%22"><i>Regional Educational Laboratory Central</i></searchLink>. 2025. – Name: Avail Label: Availability Group: Avail Data: Regional Educational Laboratory Central. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/central/index.asp – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 15 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: NumberContract Label: Contract Number Group: NumCntrct Data: 91990022C0015 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Activities%22">Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Meetings%22">Meetings</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Guidance%22">Guidance</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Demography%22">Demography</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Missouri%22">Missouri</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Measures+of+Academic+Progress%22">Measures of Academic Progress</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Mentoring of early-career teachers is a key strategy used by the Missouri Department of Elementary and Secondary Education (MO DESE) to improve teacher retention. To that end, MO DESE needs better information on the features of mentoring that early-career teachers receive and the features that may be related to teacher retention. At the request of MO DESE, the Regional Educational Laboratory Central conducted a study of the frequency, duration, activities, and topics addressed in the mentoring received by first-year teachers in Missouri who registered for state-delivered teacher induction workshops in the 2022/23 school year. The study also sought to identify which mentoring features were related to teachers' likelihood of returning to teach in the same school district for a second year, as measured by teacher employment records. Most first-year teachers (56 percent) met with their mentors briefly multiple times a month. However, teachers differed in the amount of time spent with mentors on specific mentoring activities. For example, some teachers (21 percent) reported never having been observed by their mentors, although others (25 percent) reported being observed for an hour or more a month. Likewise, the number of topics on which teachers reported having received a moderate amount or a lot of guidance during the mentoring varied, with about a third of teachers reporting receiving guidance on 0-3 topics and another third receiving guidance on all 10 topics MO DESE identifies as important. Among the 10 topics, first-year teachers in the study most frequently reported receiving guidance on noninstructional topics (sharing encouragement or moral support, handling administrative or logistical issues, and managing classroom routines and student behavior) rather than on topics related to delivering content to students or instructional planning. The mentoring teachers experienced did not vary significantly across districts with different characteristics. Additionally, none of the mentoring features examined had clear statistically significant relationships with teacher retention. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: CodeSource Label: IES Funded Group: SrcInfo Data: Yes – Name: CodeSource Label: IES Publication Group: SrcInfo Data: <link linkTarget="URL" linkTerm="https://ies.ed.gov/use-work/resource-library/report/descriptive-study/examining-mentoring-experiences-first-year-teachers-missouri" linkWindow="_blank">https://ies.ed.gov/use-work/resource-library/report/descriptive-study/examining-mentoring-experiences-first-year-teachers-missouri</link> – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: ED679053 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679053 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 Subjects: – SubjectFull: Mentors Type: general – SubjectFull: Beginning Teachers Type: general – SubjectFull: Teaching Experience Type: general – SubjectFull: Incidence Type: general – SubjectFull: Activities Type: general – SubjectFull: Teacher Persistence Type: general – SubjectFull: Experienced Teachers Type: general – SubjectFull: Teacher Characteristics Type: general – SubjectFull: Correlation Type: general – SubjectFull: Meetings Type: general – SubjectFull: Observation Type: general – SubjectFull: Team Teaching Type: general – SubjectFull: Teacher Role Type: general – SubjectFull: Guidance Type: general – SubjectFull: School Districts Type: general – SubjectFull: Demography Type: general – SubjectFull: Public Schools Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Institutional Characteristics Type: general – SubjectFull: Student Characteristics Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Missouri Type: general – SubjectFull: Measures of Academic Progress Type: general Titles: – TitleFull: Examining the Mentoring Experiences of First-Year Teachers in Missouri. REL 2025-014 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Regional Educational Laboratory Central (ED/IES) – PersonEntity: Name: NameFull: Mathematica – PersonEntity: Name: NameFull: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES) – PersonEntity: Name: NameFull: R. Marc Brodersen – PersonEntity: Name: NameFull: Hanley Chiang – PersonEntity: Name: NameFull: Jane Li – PersonEntity: Name: NameFull: Kathryn Coleman – PersonEntity: Name: NameFull: Gary Ritter – PersonEntity: Name: NameFull: Collin Hitt – PersonEntity: Name: NameFull: Jennifer Weston-Sementelli IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Type: published Y: 2025 Titles: – TitleFull: Regional Educational Laboratory Central Type: main |
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