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The research examined mentoring and teacher retention in an urban school district. There were 11 participants in the study. Seven of the participants remained in the district after their three-year mentorship support. The otherfour participants left the district at the end of the three years. The study was phenomenological, as it examined the lived experiences of the Early Career Teachers. The study’s methodology utilized purposeful sampling and data collection using semi-structured interviews. Some of the major themes identified were mentoring is important for new teachers, mentors should operate in full time positions, mentors should possess certain traits, and the summer orientation session is beneficial.  \nKeywords: mentor, mentoring, teacher retention, phenomenology  \nEight percent of teachers leave the profession every year in the United States (Carver-Thomas & Darling-Hammond, 2017; Ingersoll & Strong, 2011) . The high rate of teacher attrition is a primary contributor to the national teacher shortage (Carver-Thomas & Darling-Hammond ,2017) and potentially teacher effectiveness. For this reason, Early Career Teacher (ECT) retention is an area of concern in the country (O’Connor et al., 2011) . The retention of ECTs is critical to the development of the United States of America, and by extension, the world (Callahan, 2016; Furlong 2013) . ECTs have five years or less experience in the classroom (O’Connor et al., 2011) . In general, it takes up to seven years to develop highly skilled teachers (Long, 2010), yet many teachers do not survive in the profession that long. Nationally, the statistics indicate that 30% of new teachers depart after the first three years and 50% leave after their first five years (O’Connor et al., 2011) . Over the last five years, the attrition of ECTs has continued to increase (Borman & Dowling, 2017; Taylor & West, 2019) . In Maryland, approximately 42% of ECTs with one to five years’ experience leave teaching (Maake, 2016) by the end of their fifth year. In Scooter Public School District-SPSD (pseudonym for the urban district) the trend is the same. Only 44 % of the ECTs who began in 2013-2014 remained in the district after three years (Chief Academic Officer’s Institute, Summer 2018) .  \nOne positive approach designed to mitigate teacher attrition and increase teacher retention is mentoring (Saylor et al., 2018) . Mentoring is teacher preparation in practice which involves leading, supervising, teaching, supporting, and providing feedback to teachers (Mahboob,2014) . Mullen and Klimaitis (2019) stated that mentoring is the inclusion of certain tenets: meaningful,  \nrelationship building , can be formal or informal, goal oriented, and driven by results. A mentor isan experienced educator who provides support to ECTs (Hudson et al., 2013) . A mentoring program is one in which mentors give guidance by way of supervision, support, and collaborative self-development to teachers (Kemmis et al., 2014) . Effective mentoring practices have positive impacts on retaining new teachers within the profession (Dishena & Mokoena, 2016; Oliver, 2009) . The establishment, organization, and implementation of meaningful mentoring programs can be beneficial to address the large numbers of teachers who exit the profession (Breaux & Wong, 2003; Callahan, 2016; Darling-Hammond, 2006; Lipton & Wellman, 2018) . Mentoring helps new teachers improve their effectiveness and promotes retention (Hughes,2012). Thus, there must be systems in place to help this cadre of educators during their formative years. Mentoring can improve the quality of teacher personnel an","cbCaivA5Nt5xVnIs","https://ap.wps.com/l/cbCaivA5Nt5xVnIs","pdf",344539,"English","# Abstract\n# Introduction and Context\n## Teacher Attrition and Retention Concerns\n## Mentoring as an Intervention\n# Purpose and Research Questions\n## Research Questions\n# Literature Review\n# Methodology (as described)","[{\"question\":\"What was the study’s primary purpose?\",\"answer\":\"To examine how mentoring relates to Early Career Teacher retention in an urban Maryland school district.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used a phenomenological design with purposeful sampling and data collection through semi-structured interviews.\"},{\"question\":\"What were the mentoring outcomes for participants after three years?\",\"answer\":\"Seven participants remained in the district after their three-year mentorship support, while four left at the end of the three years.\"}]","A Phenomenological Exploration: Mentoring and Teacher Retention in an Urban Maryland School District - Part 1 | PDF",1792090555]