Findings from the Langdon Induction and Mentoring Survey conducted in schools employing newly qualified teachers (NQTs) in New Zealand and Wales suggest that schools should not be left to determine how they 'do' induction within national policy frameworks. The survey explored responses from key stakeholders who constitute the experiences of new teachers: head teachers, mentors, members of teaching staff and the NQTs themselves. Results suggest that conditions in schools, particularly the effects of leadership, are prime factors influencing the realization of national policy aimed at supporting NQTs. Questions are raised about how principled induction and mentoring can be achieved at scale in the context of variable, powerful school cultures. A disconnection from induction and mentoring by the majority of school staff, including leaders, is identified as a serious obstacle to be addressed.

中文翻译：

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新教师原则性上岗和指导的挑战：新西兰和威尔士的经验教训

在新西兰和威尔士聘用新合格教师 (NQT) 的学校进行的兰登入职和指导调查的结果表明，不应让学校自行决定如何在国家政策框架内“进行”入职。该调查探讨了构成新教师经验的主要利益相关者的回应：校长、导师、教职员工和 NQT 本身。结果表明，学校的条件，尤其是领导力的影响，是影响旨在支持 NQT 的国家政策实现的主要因素。关于如何在可变的、强大的学校文化背景下大规模实现原则性的入职和指导提出了问题。大多数学校工作人员（包括领导者）与上岗和指导脱节，