The Influence of School Context Factors on the Induction Support as Perceived by Newly Qualified Teachers

This study explores the relationship between school demographic characteristics and amount of provided induction activities, as perceived by beginning teachers (BTs), with special attention for Professional Development Schools non-Professional Schools. The aim is to provide information that useful improve arrangements particular contexts. Data were collected in a Dutch national program which qualified BTs are supported their first 3 years professional practice. support monitor measures multiple activities regard implementation workload reduction, enculturation, development plans lessons support. 1,670 working 195 schools reported on these activities. Linear regression analyses revealed less associated locations, more enrolled students number employed, older male teaching staff. No significant differences found PDSs non-PDSs. Yet stronger predictive values non-PDS settings. These insights relevant mapping order enhance equity across assure skills BTs.