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Formal and mandatory induction programmes have been widely implemented in many countries to support newly qualified teachers as they cope with the stress and professional demands of their first year in the profession of teaching. This article presents the results of a quantitative and qualitative research study which examined the context of a mandatory induction programme of four phases in a unique place, the Northwest Territories in Canada, where new (experienced) and beginning (inexperienced) teachers are recruited to teach in urban towns as well as in local communities. The paper also sheds light on the need to develop cultural competence to help the new teachers to deal successfully with the pupils and empower them in promoting multiculturalism.
Rwaida Abu Rass (Wed,) studied this question.