Shaping induction support: how collegial networks address early career teachers’ psychological needs during induction

Abstract

High attrition rates among early career teachers (ECTs) remain a major global concern, emphasizing the need for strong and sustained support during the induction phase. Existing research on induction support has primarily focused on ECTs’ own perspectives, overlooking those of supporting actors such as mentors, pedagogical supervisors, school leaders, and colleagues. To strengthen induction practices, it is essential to understand how these actors perceive their roles in providing formal and informal support and which contextual factors shape their actions. Drawing on Self-Determination Theory, this study explored how different actors support or hinder ECTs’ basic psychological needs for autonomy, relatedness, and competence. Twelve individual semi-structured interviews with mentors, pedagogical supervisors, school leaders, and colleagues revealed that competence support was most frequently discussed, followed by relatedness and autonomy support. Mentors, school leaders, and pedagogical supervisors mainly emphasized competence and autonomy, whereas colleagues primarily focused on relatedness. Formal professional support was largely provided by school leaders and pedagogical supervisors, while mentors and colleagues offered informal emotional and social support. These findings provide insight into how various actors conceptualize their supportive roles, the tensions and contextual influences they encounter, and offer practical implications for schools and policymakers aiming to enhance ECTs’ induction experiences.