National policy, school contexts, and individual characteristics: Which matters most for teachers’ participation in induction programs?

The study investigates the associations between contextual variables and teacher participation in induction programs across national boundaries. The study used both the 2018 TALIS and the 2018 PISA datasets collected by the OECD. Adopting regression models first, this study quantified the variance in induction programs that is related to teacher and school variations, respectively, within each country. Then, employing multi-level models, the study specified the association between teacher participation in induction programs and variables at three levels, including teacher backgrounds, school contexts, and national policy variations. This research provides evidence to inform policymaking, school leadership, and decision-making for teacher induction programs. • This study used the variables from multiple international datasets including the 2018 TALIS and the 2018 PISA study. • The research examines new teachers’ participation in induction programs across national boundaries. • Multilevel analyses was used to examine factors linked to novice teacher participation in induction programs. • School-level factors explain a significant proportion of variance in teacher participation in induction programs. • School academic pressure, autonomy, size, and national policy may influence teacher participation in induction programs.