Looking Inside and Outside of Mentoring: Effects on New Teachers’ Organizational Commitment

Yihua Hong*, Kavita Kapadia Matsko

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

13 Scopus citations


This article puts forth a multidimensional framework for empirically testing the effects of teacher mentoring, focusing on interactions between formal mentors and novice teachers and the setting in which these interactions occur. Analyzing survey and administrative data from Chicago Public Schools with a multilevel propensity-score weighting approach, our analyses identifies the combination of stronger leadership and high-quality mentoring that features at least biweekly mentor-mentee interactions, comprehensive content, and opportunities for engagement with teaching practice as the most effective for building teacher organizational commitment. The results also reveal that stronger principal leadership may protect teachers from lack of access to any mentor or to high-quality mentoring while weaker leadership may diminish the potential benefits of high-quality mentoring.

Original languageEnglish (US)
Pages (from-to)2368-2407
Number of pages40
JournalAmerican Educational Research Journal
Issue number6
StatePublished - Dec 1 2019


  • beginning teacher
  • inverse probability of treatment weighting
  • mentoring quality
  • principal leadership
  • teacher commitment

ASJC Scopus subject areas

  • Education


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