The purpose of this study was to propose and test a structural model of socialization factors that may be related to the successful completion of probationary teaching. The variables in the model included individual demographics, professional socialization, organizational context, and teaching performance. Results of the LISREL covariance structure analysis supported the construct validity of the proposed theoretical model. The strongest effect on teacher performance was professional socialization. Contextual conditions of the beginning teacher's school and personal demographics also exerted small, yet significant, total effects on performance. The study helps to underscore that policies regarding teacher preparation and induction must be evaluated not only for their effects but also for their features.
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