In this mixed-methods study, I provide a rich and nuanced picture of how different districts across one state with an underdefined support policy strive to support early-career teachers, and then assess the relationships between these experiences and teachers’ own reported satisfaction and commitment to the teaching profession. I find substantial variation in the support experienced by early-career teachers. I also find that mentorship, both formal and informal, and perceptions of professional development are positively associated with satisfaction and commitment. Other contextual organizational factors also play a role in early-career teachers’ experiences and outcomes.

在这项混合方法研究中，我提供了一个丰富而细微的图片，说明了一个州的不同地区如何采用欠明确的支持政策来努力支持早期职业教师，然后评估这些经历与教师自己所报告的满意度和承诺之间的关系。到教学专业。我发现，早期教师所提供的支持存在很大差异。我还发现，正式和非正式的导师制以及对专业发展的看法与满意度和承诺正相关。其他情境组织因素在早期教师的经验和成果中也起着作用。