Abstract
This study was designed to examine the relationship between socialization experience and the task performance of new teachers. It proposed to do this by testing a structural model. In explicating the relationship between the two constructs, teacher engagement in workplace learning activities and wellbeing were included in the structural model as plausible mediators. The study used a survey research method to gather data from a sample of 182 beginning teachers in northern peninsular Malaysia. Data were analyzed using SPSS version 16.0 and AMOS 16.0. The findings indicate that the structural model adequately fits the data. There is a significant indirect influence of socialization factors on the task performance of new teachers, with 81% of the variance explained.
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