Abstract
This 2-year longitudinal study investigated the comparative effects and outcomes of two models used for the induction of 27 novice teachers in three rural southeastern Idaho school districts. Both qualitative and quantitative methods were employed in the collection of data relating to the teaching skills of the beginning teachers, benefits of the two models, and changes in attitude toward teaching and the culture of teaching experienced by induction program participants. Findings of the study support the need for structured induction programs for beginning teachers.
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