Tailored teacher induction: predicting alignment between changes in motivation and provided induction support

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Mentoring, Induction, Novice Teacher Support, and Mental Health

Abstract

This study proposes a novel, theory-driven framework for evaluating teacher induction through the lens of support–profile alignment. Integrating Person–Environment Fit and Job Demands–Resources models, we examine whether beginning teachers (BTs) receive induction support aligned to their intrinsic motivational-affective profiles and how this alignment predicts developmental outcomes. Using latent profile and growth modeling on survey data from 274 BTs in the Netherlands, we identified distinct support–profile pathways. Challenging traditional assumptions of uniform benefit, results reveal a structured pattern of implicit stratification: BTs with stronger initial profiles more often received aligned support and showed sustained growth. By shifting from quantity-based metrics to a developmental fit perspective, this study offers an innovative diagnostic model for designing more equitable and responsive induction systems.

Authors

• Xiangyuan Feng, University of Groningen

• Michelle Helms-Lorenz, University of Groningen