<![CDATA[This study examines the management of novice educators through induction and mentoring as an integrated strategy for supporting organizational socialization, professional and social adaptation, and early retention. The study employs a Systematic Literature Review (SLR) covering publications from 2015 to 2025. Relevant literature was identified through Scopus, Web of Science, ScienceDirect, ERIC, Google Scholar, and DOAJ and analyzed thematically based on the stages of identification, screening, eligibility, and inclusion. The synthesis focuses on five interconnected dimensions: induction, mentoring and coaching, organizational socialization, professional and social adaptation, and early retention. The findings indicate that induction functions as an initial structural support that provides role clarification, organizational orientation, observation, feedback, reflection, and understanding of institutional procedures and culture. Mentoring and coaching strengthen this process by providing professional guidance, social support, problem-solving assistance, and opportunities for reflective learning. Organizational socialization emerges as a connecting mechanism through which novice educators interpret organizational values, norms, roles, communication patterns, and workplace relationships. These processes contribute to professional and social adaptation, which is closely associated with organizational attachment, commitment, and early retention. The study proposes an integrated conceptual sequence consisting of induction, mentoring and coaching, organizational socialization, professional and social adaptation, and early retention. The findings highlight the importance of continuous, contextual, relational, and organizational support in managing novice educators and sustaining their early professional development]]>
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