We focus on assessing whether newly qualified teachers' professional outcome expectations and their beliefs about students' intellectual potential are associated with teachers' self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during…

This article is part of a larger study that is the first to blend qualitative and quantitative methodologies in examining induction programmes in New Zealand primary schools in low-socioeconomic areas. New Zealand induction is nationally funded, but schools are self-managing, so schools create their own support programmes. This research interprets…