Mentoring Programmes and Early Career Teacher Retention in Basic Schools in Ekiti State

This study examines the role of mentoring programmes in supporting the retention of early career teachers in public basic schools in Ekiti State, South West Nigeria. Early career teacher attrition is a well-documented challenge in Nigerian public schools, with many newly deployed teachers leaving the profession within the first five years due to professional isolation, inadequate support, and poor working conditions. Structured mentoring, pairing novice teachers with experienced mentors, offers a promising intervention for reducing attrition and accelerating professional effectiveness. The study uses a descriptive survey design and samples 180 early career teachers and their mentors from 30 basic schools across three local government areas in Ekiti State. A validated questionnaire measuring mentoring experiences and retention intentions is administered, and data are analysed with mean scores and regression analysis. The study draws on the Social Learning and Professional Socialization Framework. Findings reveal that early career teachers who participate in structured mentoring programmes report significantly higher professional confidence, stronger institutional belonging, and lower intention to leave the profession compared to unmentored peers. Administrative neglect of mentoring as a school development strategy is identified as a major gap. The study recommends the formalisation of structured mentoring schemes within the Ekiti State basic school system, supported by trained mentors and regular programme evaluation. Keywords: mentoring, early career teachers, teacher retention, professional development, Ekiti State.