The purpose of this study is to investigate the role of the induction program for novice teachers. This study focuses on the challenges faced by new teachers and how the induction program shaped the novice teachers at school compound. The research also looks at the support provided by school leaders' and how effective the mentoring programs in helping the newly appointed teachers. This study employed naturalistic the case study approach which refers to their experiences as novice teachers with regards to challenges faced, supports and mentoring through in-depth qualitative interviews with six novice teachers that purposely selected from three different high performing schools. Novice teachers reflected that the schools actually have an informal induction program but the supports they received were rather lacking. The mentoring program look more like a buddy support system as the mentor program is not structured and utilized well. In addition, they also expressed some frustration over the lack of supports they received from school. It was recommended that the school leaders should formulate and implement a more structured plan for an induction program according to the needs of new teachers.
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