Teacher Retention in a Private School

The purpose of this study was to investigate new teacher’s perceptions of effective support systems in a new teacher-mentoring program in order to increase teacher retention at a private school. The study was designed to use experienced teachers as mentors to guide and support first year teachers at a school we will call the Academy. This support could include classroom management, guidance on school expectations and procedures, events, student issues, and many other areas where new teachers need guidance in. The study gathered data from three surveys and document collection to analyze new teachers perceptions of what successful support systems and resources they perceived to be effective. The study took place at an all-boys private high school in the western United States. Over the course of the year, five themes emerged as most relevant to helping support new teachers and raise teacher retention at the Academy: School community and procedures, classroom management, curriculum, professional confidence issues, and student issues.