The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt empowered and supported in their well-being through mentoring and coaching.,Surveys about CADRE Project impact were e-mailed to 675 current and former participants. Out of 438 surveys returned, researchers used homogeneous sampling to identify 341 teacher respondents. Researchers used qualitative thematic analysis to determine ways teachers felt supported.,Coaching and mentoring supported CADRE Project participants’ well-being through empowerment (theme). Sub-themes included: growth, collaboration, networking, improvement and resources.,Possibilities for future research include exploring the role of mentors/coaches, tracking teachers’ leadership roles and investigating the link between induction and teacher retention in more detail.,Opportunities for growth and collaboration are cornerstones of first-year teacher support. These support systems can lead to a sense of belonging, develop a mindset for continuous improvement and create long-term networking opportunities. The support teachers need to empower them and maintain their well-being changes with each first-year teacher phase.,Few studies exist on induction programs with the longevity of the CADRE Project. The high survey response rate with overwhelmingly positive responses suggests that CADRE is unique in its support of beginning teachers’ well-being through the first-year teacher phases, specifically due to the combination of mentoring and coaching beginning teachers receive.

中文翻译：

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通过归纳赋权：支持初任教师的幸福

本文的目的是探索通过职业发展和新兵和有经验的教师项目（CADRE）进行教师入职培训的方式，通过指导和指导使他们在福利方面得到了授权和支持。关于CADRE项目影响的调查是电子化的。邮寄给675名现任和前任参与者。在返回的438个调查中，研究人员使用同质抽样来确定341名教师答复者。研究人员使用定性主题分析来确定教师的支持方式。教练和指导通过授权（主题）支持CADRE项目参与者的幸福感。子主题包括：增长，协作，网络，改进和资源。未来研究的可能性包括探索导师/教练的作用，跟踪教师的领导角色并更详细地调查归纳和保留教师之间的联系。成长和合作的机会是第一年教师支持的基石。这些支持系统可以带来归属感，形成持续改进的心态，并创造长期的交流机会。支持教师需要在每个一年级的教师阶段赋予他们权力并维持他们的幸福感变化。随着CADRE项目的延长，很少有关于入职计划的研究。较高的调查答复率和绝大多数的积极答复表明，CADRE在初任教师阶段就支持初任教师的幸福感方面具有独特性，特别是由于初任教师接受的指导和指导相结合。