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This study examines Virginia's new teacher induction mentorship program and investigates how working conditions moderate the relationship between supports received and new teachers' outcomes. Using data from 6,443 first-year teachers who responded to the Virginia School Survey of Climate and Working Conditions (2021-2023), the research explores systematic differences in support distribution, the relationship between support and teachers' retention intentions and job satisfaction, and how school working conditions interact with induction support. The findings will inform policymakers on improving induction implementation and contribute to understanding how working conditions and support systems collectively influence new teachers' organizational commitment.