Is induction the answer to keeping early career teachers in the profession

Induction of early career teachers (ECTs), the structured support provided in the early years after qualification, has long been promoted as a key strategy for improving teacher retention. As Australia continues to grapple with workforce shortages and a high turnover of novice teachers, the question of whether induction can genuinely improve retention is gaining renewed attention from researchers and educators alike. 

In a 2025 blog on EduResearch Matters by Brooke Rosser and Matthew Harper, emerging research highlights both the promise and limitations of induction as a retention tool.

Teacher induction generally refers to the formal support process that helps newly qualified teachers transition into professional practice. It can include orientation, mentoring, professional learning, classroom observation, collaborative reflection and other structured activities designed to help novices “learn the ropes.” 

Despite longstanding recognition in Australian education policy, including updated national induction guidelines released by the Australian Institute for Teaching and School Leadership (AITSL), many early career teachers are not receiving consistent, comprehensive induction support. According to recent AITSL workforce data cited in the article, around 45% of Australian ECTs reported they did not receive a formal induction in their first five years of teaching, and this proportion has been increasing. 

Where induction does occur, the scope of support is often narrow, with mentoring and general orientation being the most common elements. Other supports such as peer observation, targeted professional learning, internal networking, reduced teaching loads or structured collaboration with colleagues have declined in prevalence. 

Preliminary findings from the Strengthening Induction through Quality Teaching Rounds (QTR) research project indicate that high‑quality induction, which includes structured lesson observation, reflective dialogue and collegial collaboration, can strengthen early career teachers’ professional knowledge, classroom practice, relationships and overall wellbeing, all factors associated with greater retention. 

However, the authors emphasise that induction alone is not a “silver bullet” for retention. They argue that induction must be well‑resourced, consistently implemented and integrated with broader systemic supports, such as manageable workloads, job security and a positive professional environment, in order to make a meaningful impact. 

What this means for schools and policy makers

The research highlights several important considerations for school leaders, teacher educators and policy makers:

• Induction is most effective when it goes beyond compliance and focuses on pedagogical collaboration, professional dialogue and collegial support. 
• Without broad systemic supports and equitable implementation across schools, induction risks remaining symbolic rather than substantive. 
• Investing in structured and intentional induction practices, linked with mentoring, professional development, and community building, has the potential to support both teacher retention and student learning outcomes. 

As Australia prepares new cohorts of teachers each year, the authors argue that attention to induction,  informed by research and tailored to school contexts, is an important part of any strategy aimed at reducing early career attrition and building a resilient teaching workforce. 

The research document can be read in full here.