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Abstract
This article reports the results of a qualitative meta-analysis study of the research and literature on the efficacy of teacher induction on the retention of high-quality secondary school teachers and challenges current assumptions about the efficacy of induction despite the proliferation of induction programs nationwide. A theoretical model for the design of future teacher induction programs that emerged from the research is presented. Recommendations for secondary school leadership, policy, and future research are included.
Keywords teacher retention, teacher induction, school leadership
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