This meta-analysis evaluates research literature published from 2010 to 2019 on the topics of novice teacher induction and mentoring programs. Findings included that, overall, induction and mentoring programs had statistically significant effects on teacher and student outcomes such as retention, efficacy, and achievement (Intervention studies: ${\hat{\theta }}_i$ = 0.166, p = .036; Correlational studies: ${\hat{\theta }}_c$ = 0.273, p < .001). Additional analyses revealed that the “comprehensiveness” of these induction programs did not significantly predict higher effects. Last, effects seen in the important Glazerman et al. (2010) study were found to be significantly lower than those observed in other similar studies.

本荟萃分析评估了 2010 年至 2019 年发表的关于新手教师入职和指导计划主题的研究文献。调查结果包括，总体而言，入职和指导计划对教师和学生的成果（例如保留率、效能和成就）具有统计上显着的影响（干预研究：${\widehat{\theta }}_{\mathrm{一世}}$ = 0.166，p  = .036；相关研究：${\widehat{\theta }}_C$ = 0.273，p  < .001）。额外的分析表明，这些入职计划的“全面性”并没有显着预测更高的效果。最后，在重要的 Glazerman 等人中看到的效果。(2010) 研究发现显着低于其他类似研究中观察到的结果。