Abstract
Teacher attrition is growing in the United States and in South Carolina, creating an alarming teacher shortage problem (CERRA, 2019). Thirty-six percent of South Carolina teachers who left their positions after the 2018-19 school year taught for five years or less (CERRA, 2019). Induction programs focusing on the best practices of induction and on building self-efficacy may be able to stop the flow of novice teachers leaving the profession and combat the growing teacher shortage in the nation and South Carolina. This quantitative study sought to identify which facets of an upstate South Carolina district's induction program are successfully supportive of first-year teachers and their retention.
Recommended Citation
Colwell, Kate and Nelson, Timothy R.
(2022)
"The Influence of Induction Programs on Novice Teacher Retention,"
Teacher Education Journal of South Carolina: Vol. 16:
No.
1, Article 4.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol16/iss1/4