Exploring factors influencing Indonesian novice teachers’ achievement of teacher professional standards during induction: A cultural-historical activity theory perspective

Standards in induction programs are essential for improving novice teachers' quality, but their impact in non-Western contexts is under-researched. This qualitative multiple-case study uses Cultural-Historical Activity Theory (CHAT) to explore factors influencing Indonesian novice teachers’ attainment of professional standards. Data from three schools include interviews with a principal, mentor teacher, and novice teacher from each, totalling nine participants, along with collected documents. Findings reveal how religious-cultural values and collective cultures interact with standards, shaping induction goals, mentoring, feedback, assessment, community involvement and leadership. The study suggests improvements to enhance induction quality in non-Western settings. • Limited understanding of induction factors reduces support for novice teachers. • Lack of trust in standards misaligns principals, mentors, and teachers' goals. • Missing shared objects weakens mentoring, feedback, assessment, and collaboration.