Retention among newly qualified second‐year teachers: The reception–integration model

Abstract Drawing on organisational socialisation theory, the study seeks to explore the mechanisms that foster retention among second‐year teachers. This examination considered these novice teachers' experiences during their first year of teaching, with a particular emphasis on the reception they encountered as they entered the teaching profession, as well as their experiences during the second year, focusing on their integration into the educational organisation. The results depict the process of teachers' induction into the education system from reception through integration to promotion, highlighting factors that are indicative of and encourage retention. Specifically, a supportive reception experience fosters effective integration, as evidenced by teachers' work engagement (high level of teaching motivation and low level of burnout), as does their interest in leadership positions, both of which ultimately contribute to their intentions to persevere in the profession. Following the mechanisms that support second‐year teachers through the reception–integration model, these more experienced teachers, already familiar with the school environment, culture and practices, can shed light on effective strategies for improving teacher retention. Theoretical and practical implications are discussed.