The first presentation explores how induction can be embedded in schools’ HRM (human resources management), with HRM referring to all practices targeted at attracting, retaining, developing, and rewarding teachers in such a way that it results in optimal teacher and school performance (Runhaar, 2017). To this end, two studies, conducted in Dutch schools for secondary and vocational education and training are discussed. Background Too many starting teachers (STs) leave the profession too early due to a lack of support and guidance (Helms-Lorenz et al., 2013). This is problematic, giving the worldwide teacher shortages (OECD, 2023), hence schools implement induction-programs, i.e. practices aimed at improving and accelerating ST’s professional development and enculturation in schools (Green, 2015). Although induction programs appear effective (e.g. Harmsen et al., 2019), STs’ job-satisfaction and wellbeing is also influenced by, for example, recruitment and selection procedures, career opportunities and payment, and thus of good personnel policy (Kutsyuruba et al., 2019). Induction therefore should include other HRM-practices next to professional development and socialization (cf. Fantilli and McDougall, 2009). Methods Through an online reflection-instrument, called the ‘Startwijzer’, qualitative and quantitative data were gathered among different actors (i.e. STs, coaches, HRM professionals, team leaders, schoolleaders) in secondary and VET schools (n= 558 respondents, 96 reps. n=629 respondents in 41 schools). The instrument was developed in a nationwide program on improving induction funded by Dutch government. The Startwijzer is based on induction- and HRM-literature. With the AMO-Theory of Performance (Appelbaum et al., 2001)– which states that employee performance is a function of their abilities (A); their motivation (M) and the opportunities they are offered to exert their expertise (O) - as framework, 13 indicators of a smooth landing are formulated. Respondents indicate to what extent the indicators have been realised (1 = ‘not in order’, 2 = ‘doubt’ and 3 = ‘in order’) and provide an explanation for their scores. Outcomes Respondents’ ratings of the 13 indicators differed across secondary and vocational education schools and among schools within both sectors. Also ratings differed among actors. For example, in both sectors: if actors differed in how they evaluated indicators, school leaders and team leaders were mostly more positive than the other actors, while HRM-professionals tended to be less positive than others. The qualitative data show that a smooth landing can be enhanced by more and clear communication among actors and by formalizing issues such as performance appraisals

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