<![CDATA[The transition from initial teacher preparation to professional practice represents a critical period that can shape educators’ professional competence, workplace integration, and long-term career decisions. However, beginning educators frequently encounter challenges associated with classroom management, instructional decision-making, professional confidence, and adjustment to institutional expectations. This systematic literature review examines the role of induction and mentoring programs in strengthening early-career educators’ adaptation and retention. Following the PRISMA 2020 framework, the review investigates literature addressing program characteristics, professional adaptation mechanisms, organizational integration, retention-related outcomes, and contextual factors influencing program effectiveness. The synthesis is organized thematically to identify connections between structured professional support and sustainable workforce participation. The findings indicate that induction and mentoring serve complementary functions: induction facilitates organizational orientation and role clarification, whereas mentoring supports situated learning through professional dialogue, guided practice, observation, and constructive feedback. Their potential contribution to adaptation can be understood through self-efficacy, reflective practice, adaptive expertise, and organizational socialization. Furthermore, professional adaptation may strengthen educators’ sense of belonging, organizational commitment, and intention to remain, although these outcomes should not be equated with actual retention. Program effectiveness depends on the quality of mentoring relationships, mentor preparation, leadership support, protected time for professional learning, adequate resources, and alignment with institutional needs. The review advances an integrated analytical perspective linking induction and mentoring with professional adaptation, organizational integration, and early-career retention. It also emphasizes that professional support alone cannot overcome persistent structural challenges, including excessive workloads and limited career opportunities. Future research should employ longitudinal and comparative designs to examine actual retention outcomes and determine how program characteristics interact with organizational conditions. These insights provide a conceptual foundation for developing more responsive, context-sensitive, and sustainable professional support systems for early-career educators.]]>
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