The effects of teacher induction programs on early childhood teacher retention

Abstract

High rates of teacher attrition continue to threaten the stability of the early childhood workforce. Induction supports, particularly mentoring, have been identified as a promising mechanism to strengthen teacher effectiveness and reduce turnover. This study examined the induction experiences of early childhood teachers who graduated from a four-year early childhood preparation program in the Southern United States. Forty-eight alumni completed a mixed-method online survey describing their work conditions, induction supports, and mentorship experiences. Results indicated that patterns of attrition among participants mirrored national trends, and that poor work conditions – particularly lack of support, respect, and resources – were cited as major contributors to teachers’ decisions to leave the profession. Participants frequently reported receiving minimal induction supports, though mentorship emerged as the most influential factor in teacher retention. Findings highlight the need for systematic, comprehensive induction programs in early childhood settings. Implications for teacher education, school leadership, and policy are discussed.