Abstract

Introduction: teacher induction programs ensure novice teachers transition smoothly into their roles, fostering confidence, organizational culture, and professional identity. These programs enhance teacher satisfaction, retention, and productivity, benefiting educators and institutions. Despite their importance, the evaluation of induction programs often lacks generalizability, with existing studies constrained by local policies, specific methodologies, or limited scopes. Objective: the purpose of this study was to systematically review and analyze existing teacher induction program evaluation instruments to identify their applicability, limitations, and gaps. Method: a systematic review was conducted in July 2021 following PRISMA guidelines, with searches performed in the Web of Science (WoS) and Scopus databases. Keywords such as “induction program,” “program evaluation,” and “programme assessment” were used with Boolean operators to ensure a comprehensive search. Inclusion criteria required articles to evaluate induction programs and be published in English or Spanish. Out of 22 initially identified publications, six met the eligibility criteria. Results: the selected studies showcased diverse methodologies, including quantitative, qualitative, and mixed approaches. However, most were limited by contextual specificity, focusing on local policies or isolated variables like online learning communities or immersive programs. Conclusions: the E-Tip was the only instrument demonstrating generalizability in teacher induction program evaluation. However, it assesses the presence of quality criteria without evaluating their degree of implementation. The review highlights the need for a robust, qualitative tool to complement existing quantitative measures, which would provide a comprehensive framework for assessing the effectiveness of teacher induction programs across diverse educational settings.