摘要：This paper summarizes a qualitative meta-analysis of the empirical research on the effectiveness of teacher induction programs over the last decade for the purpose of identifying the essential elements that make them effective in reducing teacher attrition. The study used Herzberg’s two-factor theory of motivation as the theoretical framework for analysis. Study conclusions indicate a lack of research measuring the effectiveness of induction programs with inconsistent results regarding their efficacy. Induction programs are on the rise, vary in length and structure, and often focus solely on mentoring. Comprehensive induction may not be as effective as believed with hygiene and motivational factors possibly confounding results. Implications include the need for a comprehensive definition of induction utilizing motivational theory as the framework.
