Abstract

Teacher retention continues to pose a serious challenge across educational systems worldwide, even as induction programs have become standard policy responses. The persistence of early-career attrition suggests that simply providing induction is not enough; what matters is how these programs are conceptualized, structured, and evaluated. Yet, systematic and theory-informed frameworks for assessing induction program components remain limited, constraining efforts toward evidence-based improvement. Guided by Eisenschmidt’s (2006) induction framework, this paper synthesizes empirical and conceptual literature to identify the core components of effective induction programs and the essential dimensions for evaluating their effectiveness. The review reveals three interconnected support dimensions: professional support (e.g., instructional guidance and role clarity), social support (e.g., collegial relationships and school integration), and personal support (e.g., emotional encouragement and well-being). These dimensions do not function independently; rather, their impact depends on the coherence, quality of implementation, and alignment with broader school systems. The findings provide an evidence-based evaluation framework that enables stakeholders to assess program comprehensiveness, theoretical alignment, and practical integration, offering a structured foundation for strengthening induction design and long-term teacher retention strategies.