Navigating early career challenges in secondary education: How teacher induction shapes Dutch beginning teachers’ multifaceted intrinsic motivational-affective orientations

Navigating the transition from "student of teaching" to "teacher of students" is a transformative journey. This doctoral research illuminates the crucial role of induction in shaping Dutch beginning teachers' intrinsic motivational-affective orientations during their early career challenges. The study introduces the concept of Teachers' Intrinsic Orientation for the Profession (TIOP), capturing the essence of teachers' professional devotion. It also explores teachers' intrinsic orientations for their profession-related selves, exemplified by self-efficacy. By tracking beginning teachers over two years, the research unveils distinct patterns in these orientations and their growing alignment with effective teaching behaviours.
Intriguingly, the findings reveal that induction arrangements can have evolving, complex, and sometimes conflicting influence on teachers' motivational-affective development. This underscores the necessity for a nuanced, comprehensive approach to teacher induction, considering its theoretical foundations, design and implementation characteristics, and contexts.
For educational stakeholders, the research advocates for dynamic, tailored induction arrangements responsive to teachers' diverse profiles and evolving needs. It offers valuable insights for policymakers, school leaders, and teacher educators on effectively nurturing beginning teachers' professional growth. By deepening our understanding of teacher professional development, this study paves the way for more strategic resource allocation and enhanced support systems. Ultimately, it contributes to cultivating resilient, motivated educators who can not only survive but thrive in their formative early years and beyond, potentially enhancing job satisfaction, retention, and teaching effectiveness.