Final answer:
false The statement is false; mentoring has been linked to positive outcomes such as increased job satisfaction, commitment, and performance, which may encourage teachers to remain longer in the profession.
Step-by-step explanation:
The statement that teachers who receive mentoring support stay in the profession about as long as do teachers who do not receive support is generally false. Mentoring has been associated with various positive outcomes for teachers, which can impact their decision to stay in the teaching profession longer. Studies, such as those by Gentry, Weber, & Sadri (2008) and Allen, Lentz, & Day (2006), have found that mentoring is linked to greater job satisfaction, organizational commitment, and improved performance ratings, with mentored individuals often reporting higher salaries and more promotions than their non-mentored counterparts.
Furthermore, mentoring plays a significant role in developing teaching effectiveness and subject matter expertise. For example, in the United States, there is a disparity where many teachers end up teaching subjects outside their field of study, unlike in countries like Singapore. Thus, mentoring can provide much-needed support and resources for teachers, especially in challenging work environments where they are expected to deliver high-quality education, often without having a major or minor in that particular subject area.