Publication Title

European Journal of Training and Development

Document Type

Article

Abstract/Description

Purpose: It is critical in industries experiencing labor shortages and high attrition rates, as is the case for early-career teachers (ECTs) in Texas, to understand effective early-career supports and how they contribute to career persistence and effectiveness. This study examines the context-specific onboarding experiences of ECTs and the leadership practices they found valuable.

Design/Methodology: This qualitative, collective case study used a positive deviance approach to examine teacher onboarding experiences. Located in a high-needs, urban public-school campus with atypically low teacher turnover and high student academic achievement. We interviewed eight mid-career teachers about their early-career experiences of supervisor and organizational support.

Findings: Findings indicate that supportive coaching, developmental feedback, and a culture of collaboration and growth were critical and enacted by supervisor relationships characterized by relational trust and instructional credibility. The findings inform onboarding design in general and particularly in school settings.

Originality: This positive deviance case provides insight into the mechanisms of known onboarding structures in an industry experiencing labor shortages and high attrition rates, as is the case for teachers in Texas.

Department

Educational Leadership

DOI

https://doi.org/10.1108/EJTD-06-2025-0109

Date

2026

Comments

Advance online publication.

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