Mentorship and Connection: Improving Teacher Retention in Northern Alberta

  • Author(s) / Creator(s)
  • Formal and informal mentorship relationships seem to increase new and early career teacher (ECT) retention. The purpose of this study is to ascertain the impact of formal and informal mentorship on new and ECT retention in Northern Alberta. Semi-structured interviews with three teachers who moved and chose to stay in Northern Alberta help clarify the factors leading to teachers remaining in Northern Alberta to teach. Participants felt both
    formal and informal mentorship relationships were important and helpful for their growth as new and ECTs. They also felt a feeling of community and a culture of collaboration were key factors in their decision to stay in their Northern Alberta schools. Conclusions drawn are
    feelings of community and being a part of collaborative planning efforts increases the desire for new and ECTs to stay and teach in Northern Alberta communities. Recommendations for school and divisional leaders are to invest in both strong centralized and school-based mentorship programs and supporting a culture of collaboration at both the school and division levels to help increase retention of new and ECTs.

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  • Type of Item
    Research Material
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    Attribution-NonCommercial 4.0 International