Effects of Mentoring Programs on New Teacher Retention: A Literature Review

Building upon previous literature reviews, this article highlights research and evaluation efforts regarding the effectiveness of mentoring programs for new teacher retention in the USA since 2005. Through the analysis of various mentoring program components, different research methods used, and major findings from these studies, we discuss the non‐linearity and complexity of both the mentoring process itself and the study of mentoring on new teacher retention. Based on our review, we offer recommendations for researchers and decision‐makers to enhance the quality of such studies and maximize the use of the findings in improving mentoring programs and enhancing teacher retention.