Beginning Teachers (BTs) face significant challenges in their early teaching careers. They often shoulder full teaching responsibilities comparable to, or even surpassing those of experienced colleagues (Richards & Farrell, 2012). Moreover, BTs frequently encounter struggles related to classroom management, organizational issues, addressing students' socioemotional needs and identity conflicts (Carmel & Badash, 2018; Ergunay & Adiguzel, 2019). These multifaceted challenges contribute to heightening the risk of decreased well-being, disengagement and attrition (Helms-Lorenz et al., 2016).

In addressing these challenges, occupational and motivational theories accentuate the crucial role of intrinsic motivational and affective traits (e.g., intrinsic motivation, experienced enthusiasm, passion, interest, and self-efficacy) in cultivating teachers' adaptive skills and behavioral development (Kunter & Holzburger, 2014). Among these characteristics, Teachers' Intrinsic Motivational-affective Orientations (TIOs) has emerged as a particularly relevant construct (Feng et al., 2021, 2024). It encompasses two dimensions: orientations towards the profession, which encapsulate both the meaningfulness teachers attached to their work (motivational component) and the positive emotions they derive from teaching experiences (affective component); and orientations towards their profession-related self, manifested in teacher self-efficacy. Recent longitudinal research has identified two distinct developmental trajectories in BTs’ TIOs: a progressive pathway with high or improving TIOs, and a regressive pathway showing declining TIOs (Feng et al., 2023).

Recognizing BTs’ challenges, schools in the Netherlands and elsewhere are implementing comprehensive induction arrangements to enhance BTs professional motivation, well-being, teaching effectiveness and retention (Carmel & Badash, 2018). However, while these supportive practices are increasingly common, the mechanisms that make them (in)effective remain inadequately understood, particularly in nurturing teachers' motivational and affective traits. This study therefore addresses the following central question: What characteristics of induction support nurture or hinder BTs' TIOs, considering their individual attributes, developmental patterns and contexts?

The study included data from 274 secondary BTs in the Northern Netherlands across three waves: career entry (T1), end of first year (T2), and end of second year (T3). The findings reveal significant differences between BTs with progressive versus regressive TIOs development in four key domains.

Regarding effective teaching behaviour, progressive BTs demonstrated higher levels of observed skills in creating safe and stimulating learning climate (M_diff=0.18), F(1, 117)=4.13, p=.044, η²=.034, and providing clear instruction (M_diff=0.20), F(1, 117)=4.81, p=.030, η²=.040. Student perceptions validated these findings; progressive BTs were perceived significantly higher  in learning climate, F(1, 120)=5.10, p=.026, η²=.041; classroom management, F(1, 120)=5.68, p=.019, η²=.045; activating teaching, F(1, 120)=7.15, p=.009, η²=.056; and differentiation, F(1, 120)=7.22, p=.008, η²=.057.

Analysis of stress responses revealed consistently lower levels among progressive BTs across all indicators. For discontent, progressive teachers scored significantly lower at both T1 and T2 (M_diff=-0.24 - -0.21, p<.01, η²=.108 - .137). Similarly, they also reported lower tension (M_diff=-0.24 - -0.36, p<.05, η²=.084-.155) and negative emotions (M_diff=-0.16 - -0.25, p<.05, η²=.069-.174) across all three waves.

By their second year, progressive BTs also reported higher engagement with induction support, including enculturation activities, (M_diff=0.83, F(1, 138)=5.85, p=.017); classroom observation and mentoring (M_diff=1.09,F(1, 138)=6.97, p=.009, η²=.048); and self-regulation support (M_diff=0.69, F(1, 138)=8.76, p=.004, η²=.060).

The demographic comparison revealed limited significant differences. Progressive BTs had lower qualification levels (M_diff=-0.09; F(1,249)=4.33, p=.038, η²=.017) and were marginally older (M_diff=1.78; F(1,271)=3.64, p=.058, η²=.013). No significant differences were found in gender distribution, teaching track, class size, student age, or student prior achievement scores (all ps>.05 across three time points), indicating comparable classroom contexts between the groups.

The upcoming qualitative phase will explore how specific support characteristics and contexts influence these developmental patterns through detailed case studies of ten BTs (five schools) and their coaches and team leaders.

This study employs a sequential explanatory mixed-methods design to investigate the relationship between induction support characteristics and BTs’ TIOs development. The quantitative phase analyzed data from 274 beginning secondary teachers in the Northern Netherlands across their first two years of teaching, utilizing multiple validated instruments. Teacher self-reports included 1) TIOs: the Teachers' Intrinsic Orientation towards the Profession scales (Feng et al., 2021) and Teachers' Sense of Efficacy Scales (TSES; Tschannen-Moran & Hoy, 2001); 2) stress responses: the Experience and Evaluation of Work questionnaire (QEEW; Van Veldhoven & Meijman, 1994); and 3) experienced induction support: induction monitoring (Helms-Lorenz et al., 2013). External assessments on BTs’ effective teaching behaviour comprised classroom observations using the International Comparative Analysis of Learning and Teaching instrument (ICALT; van de Grift et al., 2014) and student perceptions with the My Teacher Questionnaire (MTQ; Maulana & Helms-Lorenz, 2016). ANOVA comparisons between progressive and regressive profiles examined differences in background factors, effective teaching behaviour, stress responses, and experienced induction support. Building on these quantitative findings, the subsequent qualitative phase will involve conducting case studies of ten beginning teachers from five schools, along with their mentors and school leaders. These case studies will provide a more in-depth understanding of how specific characteristics of induction support nurture or hinder the developmental trajectories of BTs identified in the quantitative phase. During this phase, several methods of data collection will be performed. First, the researchers will review the school’s professional development documentation, such as materials, resources, and plans related to the support vided to BTs using the theoretical ecological framework of ‘architectures of practice’ (Kemnis, 2012). Second, the researchers will semi-structurally observe specific activities, sessions, and initiatives executed in schools as part of the induction support to gain insights into the implementation fidelity, quality, and participant engagement. Finally, interviews or focus groups will be conducted with BTs, coaches, and team leaders. These in-depth discussions will gather participants' insights, experiences, and perspectives on the induction support and their personal view of the impact on their development. The findings from the qualitative phase will complement the quantitative results, providing more understanding of the factors influencing BTs' professional development during the early career phase.

This study aims to investigate the characteristics and architectures of practice of induction support that nurture or hinder BTs' development. The quantitative phase revealed significant differences between BTs with progressive versus regressive TIOs development in four key aspects: background factors, teachers’ effective teaching behaviors, stress responses, and engagement with induction support. Demographic comparisons revealed limited significant differences, indicating relatively comparable personal characteristics and contextual backgrounds between the groups. In contrast, progressive teachers demonstrated higher levels of observed teaching skills in certain domains, received more positive student perceptions of teaching behaviors, reported consistently lower stress levels, and showed higher engagement with induction support activities of enculturation activities, classroom observation and mentoring, and self-regulation support by their second year of professional practice. Building on these findings, the upcoming qualitative phase will explore how specific support characteristics may nurture the developmental patterns through detailed case studies of BTs, mentors, and school leaders. This investigation will examine the above support characteristics in relation to teaching skills, professional attributes, and classroom contexts, among other factors. The systematic differences observed in stress levels and teaching effectiveness from the first year highlight the importance of early identification of at-risk teachers and timely intervention. Moreover, the higher engagement with support systems among progressive BTs suggests that facilitating active participation in induction programs seems to be crucial for promoting positive professional development. This research contributes to both the theoretical understanding and practical implementation of BT support. By identifying support characteristics that foster positive and healthy TIOs development, the findings will inform the design of more effective and inclusive induction programs, ultimately aiding BT retention and development. The study’s mixed-methods approach may provide a more comprehensive understanding of the complex dynamics between induction support, individual factors, and contextual influences, offering valuable insights for enhancing induction support effectiveness.

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