This epidemiological and interventional follow-up study examines (1) how dynamic and complex associations between Finnish Early Career Teachers' (ECT) professional development, well-being, and retention in the profession during first five years in service predict Finnish students' school well-being and achievement, and (2) the effects of ECTs' individual, environmental, organizational, and professional resources and the novel Finnish Early Career Support Pilot Programme (FinnECT Support Pilot) in these associations. The study objectives are examined with (a) longitudinal epidemiological survey data containing repeated measurements of Finnish ECTs' and their students' biological, environmental, and psychosocial factors, (b) interview data, and (c) interventional FinnECT Support Pilot data. This information is applicable to education policy, teacher training, and in-service training to ensure that both ECTs and their students achieve their full educational and professional capacities.

2022

2027