Induction is widely recognised as a critical mechanism for supporting early-career teachers’ professional growth, wellbeing and retention, particularly given persistently high attrition rates in the first years of teaching (e.g. Sullivan, et al., 2022). Traditionally, induction has been conceptualised as a structured transition into full-time, ongoing teaching roles, supported through activities such as mentoring and professional learning (Mansfield & Gu, 2019), and the development of professional and non-professional networks (März & Kelchtermans, 2020). However, contemporary labour markets are increasingly characterised by early career teachers entering the profession through alternative pathways, such as part-time employment, casual relief teaching and short-term contracts (Rowe et al., 2026). Research has yet to adequately examine how induction responds to this growing diversity among early-career teachers (Reupert et al., 2023). Drawing on critical human resource management theory, this study conceptualises induction as a social and organisational process that can support teachers’ professional growth, sense of belonging and long-term commitment to the profession. This paper reports findings from a large-scale Australian survey examining early-career teachers’ access to and experiences of induction. Data were collected via an online survey of 824 teachers currently working in Australia, administered between September 2024 and June 2025. Participants were recruited through social media and teacher organisations. The survey gathered information on demographic characteristics, employment arrangements, and participation in a range of induction activities, including onboarding, socialisation, professional learning and enabling supports. Descriptive and inferential analyses were conducted to identify patterns of access to induction across different employment types. The findings reveal significant inequities in induction provision. While 75% of early-career teachers reported receiving some form of induction, one quarter received none. Teachers employed in part-time, casual or short-term roles were significantly less likely to access induction than those in full-time, ongoing positions. Where induction was provided, it most commonly focused on initial onboarding activities. Fewer teachers, particularly those in casual or part time employment reported access to professional learning, sustained mentoring or enabling supports such as mentoring and additional relieftime. Only around 40% of participants experienced an induction that integrated multiple elements associated with effective induction. These findings suggest that current induction practices risk reinforcing workforce inequities and may inadvertently contribute to early-career teacher attrition, particularly among those in non-standard forms of employment. The paper argues for more inclusive and flexible induction frameworks that recognise workforce diversity, support early-career teachers’ growth and wellbeing, and position them as valuable contributors to school development.

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