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<p>Teacher induction programs play a critical role in supporting early-career teachers, yet their effectiveness in fostering collaboration remains underexamined. This study investigates how key induction components, along with school leadership and contextual factors, influence teacher collaboration. Drawing on data from 553 early-career secondary teachers in the United States from the 2018 Teaching and Learning International Survey (TALIS), exploratory factor analysis identified two key dimensions of induction: structured administrative induction and self-directed reflective induction (SDRI). Multilevel regression results indicated that a collaborative school culture was the strongest predictor of teacher collaboration (β = 0.485, <i>p</i> &lt; .001), followed by self-directed professional development (β = 0.375, <i>p</i> &lt; .001) and mentoring status (β = 0.308, <i>p</i> &lt; .001). In contrast, principal feedback (β = 0.003, <i>p</i> = .942), observations, and instructional leadership practices were not significantly associated with collaboration. These findings suggest that fostering a collaborative culture and supporting teacher agency through self-directed learning may be more impactful than top-down leadership approaches. Implications for teacher induction policy and future research are discussed.</p>

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Teacher induction and collaboration: investigating the role of school instructional leadership, mentoring, and collaborative school culture

  • 期刊论文

  • 发表日期：

    2026年1月27日

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  • Jinkun Shen,
  • Qingmin Shi,
  • Shaoan Zhang

摘要

Teacher induction programs play a critical role in supporting early-career teachers, yet their effectiveness in fostering collaboration remains underexamined. This study investigates how key induction components, along with school leadership and contextual factors, influence teacher collaboration. Drawing on data from 553 early-career secondary teachers in the United States from the 2018 Teaching and Learning International Survey (TALIS), exploratory factor analysis identified two key dimensions of induction: structured administrative induction and self-directed reflective induction (SDRI). Multilevel regression results indicated that a collaborative school culture was the strongest predictor of teacher collaboration (β = 0.485, p < .001), followed by self-directed professional development (β = 0.375, p < .001) and mentoring status (β = 0.308, p < .001). In contrast, principal feedback (β = 0.003, p = .942), observations, and instructional leadership practices were not significantly associated with collaboration. These findings suggest that fostering a collaborative culture and supporting teacher agency through self-directed learning may be more impactful than top-down leadership approaches. Implications for teacher induction policy and future research are discussed.