Boosting novice teachers’ retention intention: international evidence on the role of mentoring via job satisfaction and organizational commitment

Purpose This study aims to provide international evidence on the effectiveness of mentoring programs in increasing new teachers’ expected career length, focusing on the mediating roles of job satisfaction and organizational commitment. Design/methodology/approach This study utilizes multilevel structural equation modeling to analyze international data from the Teaching and Learning International Survey 2018. Findings The results indicate a direct effect of mentoring program participation on novice teachers’ expected career length. The study reveals that this relationship is mediated by organizational commitment, while job satisfaction does not serve as a mediating factor. These findings deepen our understanding of the mechanisms through which mentoring programs relate to novice teachers’ expected career length. Practical implications School leaders and policymakers are encouraged to provide and tailor mentoring programs in a way to promote organizational commitment, thereby enhancing the effectiveness of mentoring on novice teachers’ retention. Originality/value The insights will be informative for school leaders and administrators in retaining novice teachers, supporting more efficient school administration, management and improvement.