Navigating the early-career landscape
Unpacking the role of induction in shaping beginning teachers’ intrinsic motivation, affection, and self-efficacy
Bibliographic Data
| ID | 21688807 |
|---|---|
| Authors | Xiangyuan Feng (0000-0003-0352-3256, University of Groningen, corresponding author), Michelle Helms‐lorenz (0000-0001-9314-6962, University of Groningen), Ridwan Maulana (0000-0002-0652-7888, University of Groningen) |
| Year | 2026 |
| Volume | 32 |
| Issue | 4 |
| Pages | 696-729 |
| Publication date | 2026-05-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2025.2482977 |
| OpenAlex | W4409149513 |
| Language | EN |
| References cited | 45 |
This study explored the role of induction arrangements in supporting beginning teachers through early-career challenges, focusing particularly on how these arrangements shape their intrinsic motivational and affective traits. It examined the effects of core induction elements and their comprehensive arrangements—characterised by varying quality, quantity, and length—on the development of beginning teachers’ intrinsic motivational-affective orientations. These intrinsic orientations include teachers’ professional meaningfulness, affection for teaching and for the subject, and self-efficacies for instruction, classroom management, and student engagement. A longitudinal survey involving 280 Dutch teachers was conducted at three time points during their first two induction years. Latent growth modelling revealed decreases in professional meaningfulness and affection for the subject, alongside an increase in self-efficacy in instruction. These changes were potentially attributed to the varying quantity and quality of workload reduction, enculturation, professional development, classroom observation and mentoring, as well as their comprehensive arrangements. Additionally, the influence of these factors varied across different teacher subgroups. These findings illuminate the complexity of the induction influence and emphasise the necessity of exploring induction properties and teacher heterogeneity in greater detail
Affection · Intrinsic motivation · Pedagogy · Professional development · Sociology · Teacher induction · Unpacking · Early Childhood Education and Development · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
Professional Development for Language Teachers
Rumination Reconsidered
The Impact of Induction and Mentoring Programs for Beginning Teachers
Autonomous motivation for teaching
Teachers' goal orientations for teaching
Teacher enthusiasm
Do Teacher Induction and Mentoring Matter?
Domains of teacher identity
Exploring beginning teachers’ attrition in the Netherlands
Rethinking Rumination
Teacher Recruitment and Retention
Dutch beginning teachers’ intrinsic orientation for the profession
Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools
Self-efficacy
The First Year in Teaching
The networking teacher in action
Whatever it takes
The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation
Views on attrition and retention among beginning English as a foreign language (EFL) teachers in Israel and implications for teacher education
A multifaceted approach to teacher induction
Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction
Exemplary Teacher Induction
Connecting Teacher Preparation to Teacher Induction
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover
Concerns of Teachers
Teacher efficacy
The longitudinal effects of induction on beginning teachers' stress
Effects of Teacher Induction on Beginning Teachers' Teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |