Novice Teacher Induction in a Multicultural Catholic School

• In Event: Centering Diversity in Catholic Education

Abstract

This study examines novice teacher induction in a multicultural Catholic elementary school, focusing on how new educators navigate instructional demands and Catholic mission. Using a multiple‑case design, data included interviews, social‑network mapping, surveys, and document review with seven novice teachers, both U.S.-born and immigrant. Findings reveal that mentoring and peer interactions formed localized communities of practice that supported instructional growth, yet access to these supports was uneven and often dependent on informal structures. Novices engaged in active sensemaking of curriculum, classroom management, and Catholic identity, with immigrant teachers facing additional cultural adjustments. The study offers implications for designing more equitable, mission-aligned induction systems that support teacher growth, retention, and Catholic identity in increasingly diverse school communities.

Authors

• Jenny Yang, St. John's University

• Shaoru Liang, Shangping Middle School