Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention. Using the results from a pan-Canadian Teacher Induction Survey (N = 1343), we compared ECTs’ experiences with induction, mentorship and career development within their first five years. Findings point to a shift in the needs of teachers within the first five years, suggesting that with time career supports and job satisfaction decrease and consideration of leaving the profession increases. Based on convergences and divergences across five years, we offer implications for policy, practice, and research.

Recognising the importance of addressing teacher development in the early career stages, our study examined programmatic considerations within teacher education programmes in Canada to determine the extent to which teacher preparation included support for and promotion of teacher well‐being as part of their pre‐service teaching development. Using mixed method design, this article compares the findings from two pan‐Canadian questionnaires, from administrators of teacher education programmes and from teacher candidates in seven teacher education programmes across Canada, examining the programme components and ways they encouraged a focus on preparing for multiple dimensions of well‐being. The data analysis approach involved comparisons and contrasts between the two questionnaires (a set of the same or similar questions regarding dimensions of well‐being) and with the themes derived from the review of related research on fostering well‐being in educational programmes. The findings provide foundational knowledge and related practices that have the potential to guide the development of future teaching professionals.

Given the intensification of school leadership roles, often resulting in heightened levels of stress, increasing workload, and ever-expanding challenges, it is important to understand how school leaders attend to and grow their own wellbeing as well as that of those they lead and work with. Our exploratory study examined the sense of flourishing within the professional lives of school headteachers from England’s “Growing the Top” outstanding schools, a program led by Challenge Partners. This article details participants’ perceptions of overall flourishing through its constituent constructs: flow, thriving, resilience, grit, and wellbeing. Our findings indicated that flourishing for England’s outstanding school leaders was a complex phenomenon, not helped by the current backdrop of challenges that school leaders in England are experiencing, with positive correlations in varying degrees among the constituent constructs of flow, thriving, resilience, grit, and wellbeing.